Relationship between auditory-visual integration, reading readiness, and conceptual tempo.

Abstract

A modified downward extension of Birch and Belmont's auditory-visual integration test was correlated with the Metropolitan Readiness Test for 82 middle class kindergarten children. From this same sample the test performances of an equal numer (n = 11) of impulsive females, impulsive males, reflective females, and reflective males were compared with use of a 2 X 2 analysis of variance. An analysis of convariance was employed to further examine test performance. Metropolitan scores were equated for Verbal IQ; for auditory-visual integration, test response time and Verbal IQ were individually held constant. Auditory-visual integration variance accounted for 29% of Metropolitan variance. Reflectives performed significantly better than impulsives on the auditory-visual integration test with or without response time or WPPSI Verbal IQ held constant; they performed significantly better than impulsives on the Metropolitan, but this did not maintain when scores were equated for WPPSI Verbal IQ.