Relation of Auditory-Visual Shifting to Reading Achievement

Abstract

One perceptual skill which may underlie reading behavior is the ability to process sequentially presented auditory and visual information. The present study investigated the hypothesis that retarded and potentially retarded readers would exhibit difficulty in rapidly shifting attention between auditory and visual stimuli. Possible age differences in this behavior were also examined. Reaction times to a series of lights and sounds were obtained from normal and retarded readers at three grade levels. The findings indicated that at all ages poor and good readers differed significantly in the ease with which attention was shifted from one modality to another.