This is a paper written in response to critiques offered on Dr. Cohen's original article published in this journal in October, 1969. In this paper, Dr. Cohen further explains his position on visuo-motor development and reading achievement and includes responses to some of the rebuttals.
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References
1.
Arciszewski, R.A.: “The Frostig Approach: A Description of the Frostig Program,”Perception and Reading (New Brunswick, New Jersey: Reading Center, Rutgers, The State University, Extension Division, March, 1967), p. 38.
2.
Bannatyne, A.D.: “A Comparison of Visuo-Spatial and Visuo-Motor Memory for Design and Their Relationship to Other Sensori-Motor Psycholinguistic Variables,”Journal of Learning Disabilities, Vol. 2: 9 (September, 1969), p. 451.
3.
Birch, H. and Belmont, L.: “Auditory-Visual Integration in Normal and Retarded Readers,”American Journal of Orthopsychiatry, Vol. 34 (1964), pp. 852–861.
4.
Cohen, S. Alan: “Dyspedagogia as a Cause of Reading Retardation: Definition and Treatment,” To be published in Learning Disorders, Volume IV: Barbara Bateman, editor: Seattle Washington: Special Child Publication, in press).
5.
Cohen, S. Alan: “The Taxonomy of Instructional Treatments in Reading: Its Uses and Its Applications as a Classroom Analysis Scheme,” (New York: Available in mimeo from the Reading and Language Arts Center, Graduate School, Yeshiva University, 1970).
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Cohen, S. Alan: Teach Them All To Read: Theory, Methods and Materials For Teaching the Disadvantaged (New York: Random House, 1969). Chapter 4.
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Cohen, S. Alan: “Some Learning Disabilities of Socially Disadvantaged Puerto Rican and Negro Children,”Academic Therapy Quarterly, Vol. 2: 1 (Fall, 1966), pp. 37–41, 52.
8.
Cohen, S. Alan: A Study of Relationships Among Measurements of Reading, Intelligence and Vision Development, Using a Dynamic Theory of Vision in Socially Disadvantaged Junior High School Children (Unpublished doctoral dissertation, Boston University, 1965).
9.
Frostig, M. and Maslow, P.: “Reading, Developmental Abilities, and the Problem of the Match,”Journal of Learning Disabilities, Vol. 2: 11 (November, 1969). p. 25.
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Hartmann, G.W.: “The Relative Influence of Visual and Auditory Factors in Spelling Ability,”Journal of Educational Psychology, Vol. XXII (December, 1931), pp. 371–381.
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Hertzig, M., Bortner, E., and Birch, H.: “Neurological Findings in Children Educationally Designated as ‘Brain Damaged’,”American Journal of Orthopsychiatry, Vol. 39: 3 (April, 1969), p. 437.
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Hunt, J. McV.: Intelligence and Experience (New York: Ronald Press, 1961).
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Jacobs, J., Wirthlin, L.D., and Miller, C.B.: “A Follow-up Evaluation of the Frostig Visual Perceptual Training Program,”Educational Leadership (November, 1969), pp. 169–175.
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Kerlinger, F.N.: Foundations of Behavioral Research (New York: Holt Rinehart and Winston, 1965), Chapter 20.
15.
Knobloch, H., Rider, R.V., Pasamanick, B.A., and Harper, P.A.: “The Neuropsychiatric Sequelae of Prematurity: A Longitudinal Study,”Journal of the American Medical Association (1956), pp. 581–585.
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Knobloch, H., Rider, R.V., Pasamanick, B.A., and B. Pasamanick, “Further Observations on the Behavioral Development of Negro Infants,”Journal of Genetic Psychology (1953), pp. 137–157.
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Pasamanick, B. and Knobloch, H.: “Brain Damage and Reproductive Causality,”American Journal of Orthopsychiatry, (April, 1960), pp. 298–305.
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Pasamanick, B. and Knobloch, H.: “A Comparative Study of the Behavioral Development of Negro Infants,”Journal of Genetic Psychology (1946), pp. 3–44.
