The achievement test performance of low and high perceiving learning disabled children was compared, and the relationship of visual-perceptual and achievement variables in a sample of learning disabled children was investigated. With the effects of intelligence controlled, the reading test performance of the low perceivers was significantly higher than that of the high perceivers. No significant differences existed between the two samples in spelling or arithmetic. Only two of a possible 18 correlations between perceptual and achievement variables were found to be significant. The implications of the use of perceptual tests in the evaluation and remediation of a learning disability are discussed.
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