124 boys and girls participated in a study of the relationship between achievement in reading, spelling, arithmetic and ability as measured by the WISC-R, the Basic Visual-memory Association test and the Bender Visual-motor Gestalt test. Achievement in reading, spelling, and arithmetic was significantly related to performance on all three measures (rs ranged from .17 to .72) with the highest correlations favouring performance on the Basic Visual-memory Association test (rs = .39, .69, and .60 for Form A and .46, .72, and .62 for Form B).
Get full access to this article
View all access options for this article.
References
1.
AckermanP. T.PetersJ. E.DykmanR. A.Children with specific learning disabilities: WISC profiles. Journal of Learning Disabilities, 1971, 4, 150–166.
2.
BattleJ.Test-retest reliability of developmental tests of visual-motor association. Perceptual and Motor Skills, 1981, 52, 716–718.
3.
BattleJ.The Basic Visual-memory Association Test. Seattle, WA: Special Child Publications, 1982.
4.
BenderL.A visual-motor Gestalt test and its clinical use. New York: American Orthopsychiatric Association, 1938. (Research Monograph No. 3).
5.
JohnsonD. S.MyklebustH. R.Learning disabilities: educational principles and practices. New York: Grune & Stratton, 1967.
6.
LindnerR.FillmerH.Auditory and visual performance of slow readers. The Reading Teacher, 1970, 24, 16–22.
7.
McGrawJ. J.A comparison of mean subtest raw scores on the WISC of regular and over-achieving readers. (Doctoral dissertation, Univer. of Oklahoma) Ann Arbor, MI, 1966. (University Microfilms, 66–14, 229).
8.
RobeckM. C.Subtest patterning of problem readers on WISC. California Journal of Educational Research, 1960, 11, 110–115.
9.
RobeckM. C.Intellectual strengths and weaknesses shown by reading clinic subjects on the WISC. Journal of Developmental Reading, 1964, 7, 120–129.
10.
RoseF. C.The occurrence of short auditory memory span among school children referred for diagnosis of reading difficulties. Journal of Educational Research, 1958, 51, 459–464.
11.
RudisilM.Flashed digit and phrase recognition of oral and concrete responses: a study of advanced and retarded readers in the third grade. Journal of Psychology, 1956, 42, 317–328.
12.
SamuelsS. J.AndersonR. H.Visual recognition memory, paired-association learning and reading achievement. Journal of Educational Psychology, 1973, 65(2), 160–167.
13.
SperlingG.The information available in brief visual presentation. Psychological Monographs, 1960, 74, No. 11 (Whole No. 498).
