Visual and Auditory Temporal Processing, Cross-Modal Transfer, and Reading

The present study reexamined the relevance of auditory and visual cross-modal matching to reading ability, an issue first addressed in a seminal study by Birch and Belmont (1964). By presenting all patterns to be matched as temporal sequences of tones and lights, including intramodal as well as cros...

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Bibliographic Details
Published in:Journal of learning disabilities 1999-05, Vol.32 (3), p.256-266
Main Authors: Rose, Susan A., Feldman, Judith F., Jankowski, Jeffery J., Futterweit, Lorelle R.
Format: Article
Language:English
Subjects:
Ability
Activity levels. Psychomotricity
Auditory information
Auditory Perception
Biological and medical sciences
Brain research
Child
Cognitive development
Disability
Dyslexia
Einstein, Albert (1879-1955)
Female
Fundamental and applied biological sciences. Psychology
Humans
Intermediate Grades
Language
Learning disabilities
Longitudinal Studies
Male
Medicine
Memory
Mental Processes
Models, Psychological
Multisensory Learning
Pediatrics
Phonics
Psychiatry
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reaction time
Reading
Reading Ability
Reading Difficulties
Reading disabilities
Reading disabled children
Research Methodology
Sensory Integration
Sequences
Special education
Studies
Task performance
Task Performance and Analysis
Temporal patterns
Temporal processing
Time Factors (Learning)
Time Perception
USA
Visual information
Visual Perception
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Summary:The present study reexamined the relevance of auditory and visual cross-modal matching to reading ability, an issue first addressed in a seminal study by Birch and Belmont (1964). By presenting all patterns to be matched as temporal sequences of tones and lights, including intramodal as well as cross-modal conditions, and covarying memory, three problems with the Birch and Belmont design were corrected. Results showed that poor readers had difficulty in perceiving temporal patterns generally: They did worse than good readers not only on cross-modal conditions but also on intramodal ones. These results were replicated in two tasks. Nonetheless, hierarchical regressions provided some indication that cross-modal abilities themselves are relevant to reading. For one of the two tasks, cross-modal performance contributed to the prediction of reading ability over and above intramodal performance. Poor readers also showed slower response times—a factor that contributed marginally to the prediction of reading independent of temporal processing.
ISSN:0022-2194
1538-4780
DOI:10.1177/002221949903200307