A Comparison of the Influences of Verbal-Successive and Spatial-Simultaneous Factors on Achieving Readers in Fourth and Fifth Grade

Abstract

The concepts of spatial-simultaneous and verbal-successive processing are explored, and their relevance to reading quantified. In simultaneous processing, perceived stimuli are totally surveyable or globally available at one point in time, whereas in successive processing information is presented consecutively in serial order as in speech. Comparison of the two systems of processing makes it possible to distinguish the reader with the ability to convert the consecutive presentation of elements of incoming information into a new quality of simultaneous perceptibility from one who may have a good understanding of the meaning of individual words but not grasp the meaning of the thought as a whole. The results of this investigation confirm previous studies that in grades 4 and 5 both forms of processing, spatial and verbal, are important in normally achieving children. The relative influence of the two systems at different ages and achievement levels, as well as implications for training, is discussed.

Get full access to this article

View all access options for this article.

References

Beery, K.E. (1982). Developmental test of visual motor integration. Cleveland. OH: Modern Curriculum Press.

Bender, L. (1933). The visual moior gestalt res: and its clinical use (Research monograph No. 3). New York: American Orthopsychiatric Association.

Birch, H.G. , & Belmont, L. (1964). Auditory-visual integration in normal and retarded readers. American Journal of Orthopsychiatry, 34, 852-861.

Cummins, J. , & Das, J.P. (1977). Cognitive processing and reading difficulties: A framework for research. Alberta Journal of Educational Research, 23, 245-256.

Das, J.P., Kirby, J.R. , & Jarman, R.F. (1979). Simultaneous and successive processes. New York: Academic Press.

Das., J.P. , & Molloy, G.N. (1975). Varieties of simultaneous and successive processing in children, Journal of Educational Psychology, 67, 213-220.

Kaufman, D. (1978). The relation of academic performance to strategy training and remedial techniques: An informational processing approach, Unpublished doctoral dissertation. University of Alberta, Edmonton, Canada.

Kaufman, A.S. , & Kaufman, N.L. (1983). Kaufman assessment battery for children—Interpretive manual. Circle Pines, MN: American Guidance Service.

Kirby, J.R. , & Das, J.P. (1977). Reading achievement, IQ, and simultaneous-successive processing, Journal of Educational Psychology, 69, 564-570.

10.

Krywaniuk, L. W. (1974). Patterns of cognitive abilities of high and low achieving school children. Unpublished doctoral dissertation. Department of Educational Psychology, University of Alberta, Edmonton, Canada.

11.

Luria, A.R. (1973). The working brain. New York: Basic Books.

12.

MacGinitie, W.H. (1978). Gates-MacGinitie reading tests. Boston: Houghnon Mifflin.

13.

Meichenbaum, D.H. , & Goodman, J. (1971). Training impulsive children to talk to themselves: A means of developing self control Journal of Abnormal Psychology, 77, 115-126.

14.

Rourke, B.P. , & Finlayson, M.A. (1978). Neuro-psychological significance of variations in patterns of academic performance: Verbal and spatial abilities. Journal of Abnormal Psychology, 6, 121-133.

15.

Solan, H.A. , & Mozlin, R. (1986). The correlations of perceptual-motor maturation to readiness and reading in kindergarten and the primary grades. Journal of the American Optometric Association, 57, 28-35.

16.

Solan, H.A., Mozlin, R. , & Rumpf, D. (1985). The relationship of perceptual motor development to learning readiness in kindergarten: A multivariate analysis. Journal of Learning Disabilities, 18, 337-344.

17.

Solan, H.A., Usprich, C. , Mozlin, R., Ali. S. , & Fitzpatrick, C. (1983). The auditory-visual integration test: Intersensory or temporal-spatial? Journal of the American Optometric Association, 54, 607-616.

18.

Thurstone, L.L. , & Thurstone, T.G. (1975). Primary mental abilities test. Grades 4-6. Chicago: Science Research Associates.

19.

Vellutino, F.R. (1978). Toward an understanding of dyslexia: Psychological factors in specific reading disability. In A.L. Benton & D. Pearl (eds.), Dyslexia: An appraisal of current knowledge (pp. 63-111). New York: Oxford University Fress.

20.

Vellutino, F.R., Steger, B.M., Moyer, S.C., Harding, C.J. , & Niles, J.A. (1977). Has the perceptual deficit hypothesis led us astray? Journal of Learning Disabilities, 10, 375-385.

21.

Wechsler, D. (1974). Manual for the Wechsler intelligence scale for children-revised. New York: Psychological Corp.