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Comparison of deaf children's performances on tasks related to reading skills. Leslie, Perry Thorold

Abstract

The investigation attempted to differentiate between a deaf population's retarded and non-retarded readers on selected performance tasks. Twenty-seven deaf subjects were divided into three groups for purposes of the investigation. The groups consisted of nine retarded readers with I.Q.s below 90 on the WISC Performance scale, nine retarded readers with I.Q.s above 90 on the WISC Performance scale, and nine non-retarded readers with I.Q.s above 90 on the WISC Performance scale. Subjects were administered the Bender-Gestalt Test, the Graham and Kendall Memory for Designs Test, and the Picture Completion, Picture Arrangement, Block Design, Object Assembly, and Coding sub-tests of the WISC. Statistical treatment of the data did not significantly differentiate between retarded and non-retarded readers. Consideration of the data revealed that the deaf subjects' mean performance levels on visual motor tasks were below the mean performance levels of hearing children. Also, the deaf subjects' performances on Block Designs and Object Assembly were generally superior to their performances on Coding. Coding performance levels of the deaf subjects were below mean performance levels of hearing children. Educational implications were drawn from these observations.

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