Reports an investigation of the incidence of and relationships among word and letter reversals in writing and Bender-Gestalt rotation errors in matched samples of normal and retarded readers. No significant diffenences were found in the two groups. (TO)

Discusses research which compared the performance of children with reading disabilities to the performance of normal readers, matched for age and reading level, in a backward-masking letter-identification and localization task. (JM)

A study was conducted to determine the relationship between visual perception-visual motor deficits and reading achievement of remedial readers, and to analyze the performance of various subjects in the three classifications of perceptual dysfunction to determine if significant differences existed among them. Subjects were 102 remedial readers…

A study compared peripheral vision applied to letter-pair and Dolch word recognition. Subjects, 6 normal readers, 12 Chapter 1 students, and 34 learning disabled (and assumed dyslexic) students from grades one through three enrolled in a parochial school, a public school, and a university summer reading clinic, completed a test designed to…

This book brings together papers presented at a conference on early experience and visual information processing in perceptual and reading disorders sponsored by the National Academy of Sciences. The goal of the conference was to integrate basic knowledge of structure and mechanisms of eye and brain with their function and their behavioral roles…

This paper summarizes several research studies related to reading and writing disabilities in children. The major purpose of these investigations was to test some of the German theories on dyslexia, especially regarding visual perceptual problems, spatial orientation, and dominance factors. The dyslexic child, as defined in Germany and used in…

A program of training in visual analysis (visual short-term memory, discrimination of letters and words, and remedial instruction) proved no more effective than a remedial program without visual training in improving the reading skills of second-and third-grade nonreaders with visual perceptual difficulties. (MJB)

In developing a model to utilize simulation techniques for assigning remedial reading to children, 100 third graders in a St. Paul, Minnesota, school district were placed in 16 remedial classes at 12 schools under the supervision of seven experienced remedial reading teachers. All of the subjects had scored 90 or above on a group IQ test and were…

The lengthy annotations in this bibliography of recent research on visual perception and its relation to reading are classified in four main groupings: (1) development of perception of complex forms and attention to significant details, (2) the ability to perceive visual form in relation to reading, (3) perception of letters and words, and (4)…

A reading program was devised to affect gains in reading for eighth grade students who had both perceptual and reading deficiencies. The program was divided into two phases, the first consisting of visual-motor-perceptual training conducted three times a week for twelve weeks, and the second composed of individualized reading instruction five…