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An Analysis Of The Relationship Between Auditory Processing Skills And Reading Achievement At The Kindergarten And First Grade Levels.

Author

Susan Baime Neuman, University of the Pacific

Date of Award

1977

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Graduate School

First Advisor

B R Hopkins

First Committee Member

B R Hopkins

Second Committee Member

William Bacon

Abstract

PURPOSE: This study was designed to measure the effects of an auditory training program. The primary goal was to investigate whether auditory skills can be taught. A secondary goal was to determine if these auditory processing skills, as defined in the training pro- gram, facilitated growth in overall reading achievement.

PROCEDURE: Students from seventeen kindergarten and first grade classrooms in the Branford Public School System were chosen to participate in this study. Schools were randomly Assigned to the experimental and control groups. The experimental group participated in the Auditory Processing Training Program, an Instructional system using audio taped lessons and worksheets, five to fifteen minutes in length, three times weekly for a period of seven Rouths. Both the experimental and control groups were exposed to the traditional basal pro- gran of reading instruction (Ginn 360). In order to equalize treatment among the experimental classrooms, controls were implemented regarding the environment, the teacher's role and the student aides. Three test measures were administered to assess growth to the student's auditory processing, visual perception, and reading achievement skills: the Auditory Processing Test, the Motor Freu Visual Perception Tent, and the Metropolitan Achievement Test. Analyses of covariance were utilized to examine differences between the two groups. The Pearson product moment correlation coefficient was computed to analyze the relationship be- tween auditory and visual perception for the experimental and control group In addition, the treatment group was divided into three levels: high, middle, and low of initial reading achievement scores to determine which group was most affected by the program.

Pages

186

Recommended Citation

Neuman, Susan Baime. (1977). An Analysis Of The Relationship Between Auditory Processing Skills And Reading Achievement At The Kindergarten And First Grade Levels.. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/3283