Perceptual discrimination as a predictor of achievement in reading and arithmetic

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Abstract

Just prior to their entry into kindergarten, approximately 150 children were given a perceptual discrimination task using letterlike forms and their transformations. During the 1st, 2nd, and 3rd grades, Ss were tested with a battery of tasks, including the arithmetic and reading portions of the Wide Range Achievement Test. The magnitude of the relation to subsequent achievement in reading differed for different transformations, depending on the difficulty of a transformation. More easily discriminated transformations were associated with higher correlations. The patterns of relation were similar for reading and arithmetic, suggesting that the perceptual discrimination test measured nonperceptual abilities related to early scholastic achievement. (6 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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