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A Three-Year Auditory Perception Program for Low-Ses Minority Children

University of Texas at Austin

Thomas Oakland, Ph.D.

University of Texas at Austin

This study evaluates the effectiveness of three instructional methods in promoting speech sound discrimination and reading achievement over a 3-year period. Subjects were black and Mexican-American lower-SES children identified as having auditory discrimination disabilities. Norm-referenced and criterion-referenced measures were administered at the ends of grades one, two, and three to identify changes in auditory perception and reading achievement. One instructional group received a visual-linguistic reading method plus auditory perception activities (VLA); a second group received a visual-linguistic reading method (VL); and a third group received a phonic reading method (P). The hypothesis that VLA would score higher than (>) VL = P in auditory perception was not confirmed consistently. The hypothesis that VLA > VL > P in reading also was not confirmed consistently. No consistent differences were noted for black or Mexican-Americans or for males or females on measures of auditory perception or reading achievement.

The Journal of Special Education, Vol. 12, No. 3, 331-344 (1978)
DOI: 10.1177/002246697801200309


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