Donald G. Doehring

Classification of reading problems by the Q-technique of factor analysis.

The Q-technique of factor analysis was used to define subtypes of reading problems in terms of performance on 31 tests of rapid reading skills. Subjects included a group of 34 children with learning problems, language problems, and mental retardation. Three subgroups were identified within each group by the statistical classification procedure. For the reading group, one subgroup was characterized by slow oral word reading, a second by slow auditory-visual letter association, and a third by slow auditory-visual association of words and syllables. The first and second subgroups for the mixed group were essentially the same as the second and third subgroups for the reading group, and the third subgroup was characterized by slow visual matching. These results were compared with those of previous investigators, none of whom used multivariate correlational procedures for classifying reading disabilities. It was concluded that the use of statistical classification techniques would greatly facilitate the achievement of a consensus regarding the number and the types of developmental reading disabilities.

Statistical classification of children with reading problems

Abstract The present study explores possible applications of statistical methods to the classification of reading disabilities by comparing the subtypes identified by different statistical procedures. Analyses previously carried out using the Q technique of factor analysis had revealed three subtypes of reading problems in each of the two samples examined (Doehring & Hoshko, 1977). In the present study, the same subtypes emerged when the original data from children with reading problems were pooled with those of normal readers. Similarly, the reading disability subtypes which had previously been identified by the Q technique remained well-defined when the data were re-examined using the technique of cluster analysis. These results confirm the usefulness of statistical classification procedures in identifying the patterns of reading skill deficit which may occur among children with reading problems.

Matching to sample of three-tone simultaneous and successive sounds by musical and nonmusical subjects

Simultaneous and successive sounds composed of three pure tones were judged by a three-choice matching-to-sample procedure. Music students performed significantly better than nonmusic students, particuarly under conditions where the choices involved successive sounds. Serial position effects among the three choices were analyzed in terms of signal detection theory. Nonmusic Ss showed a decrease in discriminability (d’) from the first to third choice; music Ss were also best at discriminating the first choice but had the lowest d’ for the second choice. These results were interpreted as indicating a qualitative difference in the manner in which music students respond to tonal sequences.

Influence of Contralateral Noise on Auditory Intensity Discrimination

Auditory intensity discrimination at 2000 Hz was determined for the left and right ears of normal listeners at intensity levels of 23 to 78 dB sound‐pressure level (SPL) in the presence of contralateral white noise and sawtooth noise from quiet to 63 dB SPL. It was hypothesized that contralateral noise might affect the left temporal lobe in a manner analogous to left‐temporal excision, resulting in improved intensity discrimination only in the left ear. Results showed that intensity discrimination was significantly improved in both ears by contralateral noise for subjects receiving test tones of 38 dB and above. Contralateral noise did not improve intensity discrimination in subjects who received test tones of 38 dB and below, but the difference limens for the left ear were significantly smaller in both quiet and noise. The original hypothesis was not upheld, and further study of the limiting conditions for the enhancement of differential sensitivity by contralateral noise is suggested. The finding of lef...

Judgments of vocal affect by language-delayed children

Judgment of vocal affect was studied in 19 language-delayed children and 19 children with normal language. The children responded to utterances spoken in an angry, happy, or sad tone of voice by pointing to a picture of an angry, a happy, or a sad face. The language-delayed children made significantly fewer correct judgments. The normal children judged all three emotions quite accurately, whereas the language-delayed children were very poor in judging sadness and showed a bias for judging all three emotional tones as anger. The language-delayed children tended to improve with age, but age trends in normal children were obscured by near-perfect performance of many children. The practical and theoretical importance of further research was discussed.

Text comprehension and reading achievement in orally educated hearing‐impaired children

The results of two studies of the comprehension processes of good and poor readers within a severe to profoundly deaf orally educated population support a multiprocess model of reading comprehension in which both an individuals knowledge of text structures and knowledge of specific content areas play major roles. In Study 1, an investigation of oral text comprehension, a single complex story was employed and multiple models were used to predict differential text recall. In Study 2, an investigation of reading comprehension, text content and structure were manipulated across passages. In general, the results suggest that the older poor readers were not simply at an earlier stage of development with respect to reading comprehension skills. Although the hearing‐impaired children who were exhibiting difficulties in comprehending written texts were also exhibiting difficulties in comprehending similar texts when those texts were presented orally, all subjects tested at the same reading level did not exhibit t...

Absence of stimulus effects in dichotic singing

Dichotic melody recognition was assessed in four groups of 20 right-handed Ss, with the melodies performed on a violin or sung to vowels, consonant-vowel syllables, or digits. There were no significant differences between left- and right-ear scores on any of the four tasks. It was concluded tentatively that sung melodies involving varying degrees of verbalization show no greater trend for left-hemisphere specialization than do instrumental melodies.

Subtyping of reading disorders: Implications for remediation

Present research methods do not seem to be leading us toward general agreement regarding reading disability subtypes. Even if there were agreement, conventional group research designs are not adequate for determining the optimal remedial procedure for each subtype. It is recommended that careful thought be given to the formulation of more appropriate theoretical frameworks and behavioral measures, and that single-subject research designs which yield information about subtypes and remediation effects be designed through collaboration of researchers and practitioners.

The Interactive Nature of Reading Acquisition.

Recent theories of reading have provided only partial explanations of reading acquisition. A comprehensive theory should stress the interaction of the properties of the text with the acquisition of reading skills and strategies, the development of cognitive and linguistic skills, the influence of instruction, and the effects of cultural, motivational, and language variables. The present paper discusses how these interactions may occur, illustrates the complex nature of the interactions by describing three stages of acquisition, and suggests how the study of certain individual differences can help to disclose the essential characteristics of reading acquisition.

Voice recognition by matching to sample

Voice recognition was assessed by a matching to sample procedure in 30 right-handed adults with normal hearing. The subject was required to indicate which of three voices speaking a nonsense syllable matched the speaker of a sample vowel. Subjects were able to recognize voices with reasonable accuracy, but there were no significant differences as a function of ears or practice, and performance was not markedly affected by knowledge of results or mode of response. There was a significant difference as a function of the temporal position of the matching voice, with recognition being most accurate when the matching voice was first and least accurate when it was third. Further research is necessary to determine whether voice recognition should be classified as the type of verbal ability associated with the cerebral hemisphere dominant for speech, or whether it is the type of nonverbal auditory ability associated with the nonspeech hemisphere.