The Relationship of Tactile-Perception Ability to Intelligence and Reading Achievement in Younger Children
Bereika, Susan Vetter
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Permalink
https://hdl.handle.net/2142/65946
Description
Title
The Relationship of Tactile-Perception Ability to Intelligence and Reading Achievement in Younger Children
Author(s)
Bereika, Susan Vetter
Issue Date
1980
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Educational Psychology
Language
eng
Abstract
The purpose of this study was to examine the relationship of tactile-perception ability to intelligence and reaching achievement in first and third grade children and to assess the usefulness of a tactile-perception measure to predict later reading achievement. Ninety-seven first graders and ninety third graders were assessed for level of tactile-perception functioning at the beginning of a school year. The assessment instrument used was the Benton Test of Finger Localization. Upper and lower tactile ability groups containing 18 subjects at each ability level were formed at each grade level on the basis of scores earned on the Benton Test of Finger Localization.
Standardized reading achievement scores were obtained for the high and low tactile-perception ability groups in the fall and at the end of the school year. WISC IQ scores were also obtained through individual testing of the identified high and low tactile-perception ability subjects.
Analysis of variance yielded results showing high tactile-perception first graders score significantly higher than low tactile-perception first graders on measures of reading achievement, WISC verbal IQ and WISC Full Scale IQ tests. The high and low tactile-perception first grade subjects did not differ significantly on WISC Performance IQ scores. No differences were found between third grade high and low tactile-perception subjects on measures of reading achievement or WISC IQ scores.
Multiple regression analysis yielded results indicating that 46% of the variance in reading achievement after one year of school can be predicted by a measure of tactile-perception ability measured in the fall for first graders. Results for third graders indicated that tactile-perception ability does not account for a significant amount of the variance in later reading achievement. It was concluded from the results of this study that tactile-perception ability, assessed at beginning first grade, yields additional valuable information about concurrent and future performance levels of reading and general intellectual functioning.
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