This study investigated the relation between field independence/field dependence (FI/FD) and reading success. One hundred kindergarten children from a predominantly white, middle-class community were administered a Portable Rod and Frame Test as a measure of cognitive style. The upper and lower 27% were identified and designated Field Dependent…

The purpose of this study was to determine if the relationships among alphabet skills, auditory discrimination, and visual discrimination for five-year-olds prior to kindergarten were similar to those found in studies of subskills of first grade children. The sample consisted of 23 middle class nursery school children between the ages of 5.1 and…

A stratified random sample of 70 pupils was selected from 261 children from three elementary schools, who had completed one year of formal reading instruction. To investigate whether visual discrimination or visual-motor development was more closely related to reading achievement, tests of reading achievement, intelligence, visual-motor abilities,…

This study examines the relationships between the measures of visual and auditory discrimination contained in five reading readiness batteries: the Clymer-Barrett Prereading Battery (Form A), the Gates-MacGinitie Readiness Skills Test, the Harrison-Stroud Reading Readiness Profile, the Metropolitan Reading Readiness Tests (Form A), and the…

In an effort to improve the reading readiness skills of children entering the first grade, a special class was established in a lower socioeconomic area of a large city. Testing procedures were instituted to select appropriate pupils, and pretest and posttest results were used to evaluate the program. The 19 pupils selected for the class were…