Skip to main content
SpringerLink
Log in

Perceptual Training: A Critical Retrospect

  • Chapter
Psychopathology and Child Development

Abstract

Present-day concern with perceptual* adequacy is one facet of a larger trend currently in vogue in special education, that of diagnostic prescriptive teaching. The diagnostic-prescriptive approach seeks to maximize the efficiency of the teaching-learning process, by matching instructional methods with individual characteristics of the learner. According to a variety of current models, a child’s functioning levels in specific ability or “process” domains; i.e., his strengths and weaknesses, are assessed. This information, in turn, is used to design or direct instructional strategies appropriate to the child’s educational needs and personal learning style. Ideally, one would exploit the child’s strengths and remediate his weaknesses, so as to attain the greatest educational benefits for the child. Diagnostic-prescriptive teaching is not restricted to perceptual assessment alone. It is directed to other processes as well; e.g., auditory memory, language, and encoding skills. However, while there are many dimensions in diagnostic-prescriptive teaching, the perceptual has been most emphasized and popularized by clinicians and teachers.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Similar content being viewed by others

References

  • Allen, R. M. Factor Analysis of the Developmental Test of Visual Perception performance of educable mental retardates. Perceptual and Motor Skills, 1968, 26, 257–258.

    Article  PubMed  Google Scholar 

  • Alley, G. Perceptual-motor performance of mentally retarded children after systematic visual-perception training. American Journal of Mental Deficiency, 1968, 73, 247–250.

    PubMed  Google Scholar 

  • Alley, G., Snider, W., Spencer, J., and Angell, R. Reading readiness and the Frostig-Home training program. Exceptional children, 1968, 35, 68.

    PubMed  Google Scholar 

  • Arciszewski, R. A. The effects of visual perception training on the perceptual ability and reading achievement of first grade students. Dissertation Abstracts, 1968, 29, 4174–A.

    Google Scholar 

  • Bateman, B. The efficacy of an auditory and a visual method of first grade reading instruction with auditory and visual learners. In H. K. Smith (Ed.), Perception and reading. Newark, Delaware: International Reading Association, 1968.

    Google Scholar 

  • Bennett, R. M. A study of the effects of a visual perception program upon school achievement, IQ and visual perception. Dissertation Abstracts, 1968, 29, 3864–A.

    Google Scholar 

  • Bloom, B. S. Learning for Mastery. Evaluation Comments, 1968, 1, No. 2.

    Google Scholar 

  • Bortner, M. Perceptual Skills and early reading disability. In L. Mann, and D. Sabatino (Eds.) The second review of special education. Philadelphia: Journal of Special Education Press, 1974, 79-101.

    Google Scholar 

  • Boyd, L., and Randle, K. Factor Analysis of the Frostig Developmental test of Visual Perception. Journal of Learning Disabilities, 1970, 3, 253–255.

    Article  Google Scholar 

  • Bracht, G. H. Experimental factors related to aptitude-treatment interactions. Review of Educational Research, 1970, 40, 627–645.

    Google Scholar 

  • Buckland, P. and Balow, B. Effects of visual percentual training on reading achievement. Exceptional Children, 1973, 39, 299–304.

    PubMed  Google Scholar 

  • Corah, N. L., and Powell, B. J. A factor analytic study of the Frostig Developmental Test of Visual Perception. Perceptual and Motor Skills, 1963, 16, 59–63.

    Article  PubMed  Google Scholar 

  • Cawley, J. F., Burrow, W. H., and Goodstein, H. A. An appraisal of Head Start participants and non-participants (Research report, Contract OEO4177, Office of Economic Opportunity). Storrs, Conn.: University of Connecticut, 1968.

    Google Scholar 

  • Cowles, J. D. An experimental study of visual-perceptual training and readiness scores with certain first grade children. Unpublished doctoral dissertation. University of Alabama, 1968.

    Google Scholar 

  • De Hirsch, K., Jansky, J., and Langford, W. S. Predicting reading failure. New York: Harper and Row, 1966.

    Google Scholar 

  • Ebel, R. L. And still the dryads linger. American Psychologist, 1914, 29, 485–492.

    Article  Google Scholar 

  • Falik, L. H. The effects of special training in kindergarten with second grade reading. Journal of Learning Disabilities, 1969, 2, 325–329.

    Article  Google Scholar 

  • Faustman, M. N. Some effects of perception training in kindergarten on first grade success in reading. International Reading Association Conference (Seattle, May, 1967), ERIC ED 017-397.

    Google Scholar 

  • Fleishman, E. A. On the relation between abilities, learriing, and human performance. American Psychologist, 1972, 27, 1017–1032.

    Article  Google Scholar 

  • Forgone, C. Effects of visual perception and language training upon certain abilities of retarded children. Unpublished doctoral dissertation, George Peabody College for Teachers, 1966.

    Google Scholar 

  • Fortenberry, W. D. Effectiveness of a special program for development of word recognition by culturally disadvantaged first grade pupils. ERIC ED 027-368, 1968.

    Google Scholar 

  • Freer, F. J. Visual and auditory perceptual modality differences as related to success in first grade reading word recognition. Dissertation Abstracts, 6193-A. Unpublished doctoral dissertation, Rutgers University, 1971.

    Google Scholar 

  • Frostig, M. Pilot program in early childhood education, Compton, City School District, 1970. Unpublished report, Project 75-E. 1. A.

    Google Scholar 

  • Frostig, M., and Horne, D. The Frostig program for the development of visual perception. Chicago: Follett, 1964.

    Google Scholar 

  • Frostig, M., Maslow, P., Lefevre, D. W., and Whittlesey, J. R. B. The Marianne Frostig Developmental Test of Visual Perception, Palo Alto, California: Consulting Psychologists Press, 1961.

    Google Scholar 

  • Garrison, E. B. A study in visual-motor perception training in first grade, ERIC ED 031-292, 1965.

    Google Scholar 

  • Getman, G. N., and Kane, E. R. The physiology of readiness: An action program for the development of perception for children. Minneapolis, Minnesota: Programs to Accelerate School Success, 1964.

    Google Scholar 

  • Goodman, L. Efficacy of visual motor training for orthopedically handicapped children. Unpublished doctoral dissertation, Temple University, Philadelphia, 1973.

    Google Scholar 

  • Goodman, L., and Hammill, D. The effectiveness of Kephart-Getman activities in developing perceptual-motor and cognitive skills. Focus on Exceptional Children, 1973, 4, 1–9.

    Google Scholar 

  • Goodman, L., and Hammill, D. The Goodman-Hammill Basic Schools Skills Inventory. Follett, 1975.

    Google Scholar 

  • Goodman, L., and Wiederholt, J. L. Predicting reading achievement in disadvantaged children. Psychology in the Schools, 1973, 10, 181–185.

    Article  Google Scholar 

  • Halliwell, J. W., and Solan, H. A. The effects of a supplemental perceptual training program on reading achievement. Exceptional Children, 1972, 38, 613–621.

    PubMed  Google Scholar 

  • Hammill, D. Training visual perception processes. Journal of Learning Disabilities, 1972, 5, 552–559.

    Google Scholar 

  • Hammill, D., Colarusso, R. P., and Wiederholt, J. L. Diagnostic value of the Frostig test: A factor analytic approach. Journal of Special Education, 1970, 4, 279–282.

    Article  Google Scholar 

  • Hammill, D., Goodman, L., and Wiederholt, J. L. Visual-motor processes: Can we train them? Reading Teacher, 1914, 27, 469–478.

    Google Scholar 

  • Hammill, D., and Wiederholt, J. L. Review of the Frostig Visual Perception Test and the related training program. In L. Mann and D. Sabatino (Eds.), The first review of special education. Philadelphia: Journal of Special Education Press, 1973.

    Google Scholar 

  • Hendry, B. C. The effects of gross-motor movements on the perceptual-motor development of primary age multiply handicapped children. Dissertation Abstracts, 1970, 31, 5231–A.

    Google Scholar 

  • Hiers, M. H. A comparison of the readiness test performance of a group of primary level educable mentally retarded children instructed on visual-motor perception tasks and a comparable group receiving no prescribed instruction. Dissertation Abstracts, 1970, 31, 6440–A.

    Google Scholar 

  • Jackson, R. Developing criterion-referenced tests. Princeton, New Jersey. Educational Testing Service, 1970. ERIC Clearinghouse on Tests, Measurement, and Evaluation, ED 041-052.

    Google Scholar 

  • Jacobs, J. N. An evaluation of the Frostig visual-perception training program. Educational Leadership, 1968, 25, 332–340.

    Google Scholar 

  • Jacobs, J. N., Wirthlin, L. D., and Miller, C. B. A follow-up evaluation of the Frostig visual perceptual training program. Educational Leadership Research Supplement, 1968, 4, 169–175.

    Google Scholar 

  • Janssen, D. R. Effects of visual and auditory perceptual attitudes and letter discrimination pretraining on word recognition. Unpublished doctoral dissertation, The Pennsylvania State University, 1971.

    Google Scholar 

  • Johnson, M. S., and Kress, R. A. Task analysis for criterion-referenced tests, measurement, and evaluation, ED 041 052, 1971.

    Google Scholar 

  • Keim, R. P. Visual-motor training, readiness, and intelligence of kindergarten children. Journal of Learning Disabilities, 1970, 3, 256–259.

    Article  Google Scholar 

  • Keogh, B. K., and Smith, C. E. Visuo-motor ability for school prediction: A seven year study. Perceptual and Motor Skills, 1967, 25, 101–110.

    Article  PubMed  Google Scholar 

  • Kephart, N. C. The slow learner in the classroom (2nd ed.). Columbus, Ohio: Charles E. Merrill, 1971.

    Google Scholar 

  • Kibler, R. T. (Ed.). Behavioral objectives and instruction. Boston: Allyn and Bacon, 1970.

    Google Scholar 

  • Kriewall, T. E., and Hirsch, E. The development and interpretation of criterion-referenced tests. Madison: University of Wisconsin Research and Development Center for Cognitive Learning, 1969. ERIC ED 042-815.

    Google Scholar 

  • Lewis, J. N. The improvement of reading ability through a developmental program in visual perception. Journal of Learning Disabilities, 1968, 1, 652–653.

    Article  Google Scholar 

  • Lilly, S. M., and Kelleher, J. Modality strengths and aptitude-treatment interaction. Journal of Special Education, 1973, 7, 5–13.

    Google Scholar 

  • Linn, S. H. From the classroom: Visual perceptual training for kindergarten children. Academic Therapy Quarterly, 1967, 4, 255–258.

    Google Scholar 

  • Lipton, E. D. The effects of physical education programs to develop directionality of movement on perceptual-motor development, visual perception, and reading readiness of first grade children. Dissertation Abstracts, 1969, 30, 2362–A.

    Google Scholar 

  • Mann, L. Perceptual training: Misdirections and redirections. American Journal of Orthopsychiatry, 1970, 40, 30–38.

    Article  PubMed  Google Scholar 

  • Mann, L. Perceptual training revisited: The training of nothing at all. Rehabilitation Literature, 1971, 32, 322-237, 335. (a).

    Google Scholar 

  • Mann, L. The ground game in special education. Journal of Special Education, 1971, 5, 53–58. (b).

    Google Scholar 

  • Mann, L. and Phillips, W. A. Fractional practices in special education: A critique. Exceptional Children, 1967, 33. 311–317.

    PubMed  Google Scholar 

  • McBeath, P. M. The effectiveness of three reading preparedness programs for perceptually handicapped kindergarteners. Dissertation Abstracts, 1966, 27, 115–A.

    Google Scholar 

  • McRaney, K. A. A study of perceptual motor exercises utilized as an early grade enrichment program for the improvement of learning activity and motor development. Dissertation Abstracts, 1970, 31, 2935–A.

    Google Scholar 

  • Mould, R. E. An evaluation of the effectiveness of a special program for retarded readers manifesting disturbed visual perception. Unpublished doctoral dissertation, Washington State University, 1965.

    Google Scholar 

  • Newcomer, P. L., and Goodman, L. Effect of modality of instruction on the learning of meaningful and non-meaningful material by auditory and visual learners. Journal of Special Education, 1975, 9, 261–268.

    Article  Google Scholar 

  • O’Connor, C. Effects of selected physical activities upon motor performance perceptual performance and academic achievement of first graders. Perceptual Motor Skills, 1968, 29, 703–709.

    Article  Google Scholar 

  • Ohnmacht, F., and Olson, A. V. Canonical analysis of reading readiness measures and the Frostig DTVP. Educational and Psychological Measurement, 1968, 28, 479–484.

    Article  Google Scholar 

  • Okada, D. M. The effects of perceptual and perceptual motor training on the visual perception, auditory perception, and language performance of institutionalized educable mental retardates. Dissertation Abstracts, 1969, 30, 2857–A.

    Google Scholar 

  • Popham, W. T. Objectives-based management strategies for large educational systems. Journal of Educational Research, 1972, 66, 4–9.

    Google Scholar 

  • Proger, B. B., and Mann, L. Criterion-referenced measurement: The world of gray versus black and white. Journal of Learning Disabilities, 1973, 6, 18–30.

    Article  Google Scholar 

  • Pryzwanski, W. E. The effects of perceptual-motor training and manuscript writing on reading readiness skills in kindergarten. Dissertation Abstracts, 1969, 31, 384–B.

    Google Scholar 

  • Roach, E. C., and Kephart, N. C. The Purdue Perceptual-Motor Survey. Columbus, Ohio: Charles E. Merrill, 1960.

    Google Scholar 

  • Rosen, C. L. An experimental study of visual-perceptual training and reading achievement in first grade. Perceptual and Motor Skills, 1966, 22, 979–1086.

    Article  PubMed  Google Scholar 

  • Sabatino, D. A., and Ysseldyke, J. E. An evaluation of diagnostic-prescriptive teaching with handicapped children. Mimeograph, The Pennsylvania State University, University Park, Pa., 1972.

    Google Scholar 

  • Sabatino, D. A., Ysseldyke, J. E., and Woolston, J. Diagnostics-prescriptive teaching utilizing perceptual strengths of mentally retarded children. American Journal of Mental Deficiency, 1973, 78, 7–14.

    PubMed  Google Scholar 

  • Sherk, J. K. A study of the effects of a program of visual perception on the progress of retarded readers. Dissertation Abstracts, 1968, 4392–A.

    Google Scholar 

  • Simpkins, K. W. Effect of the Frostig program for the development of visual perception on the readiness of kindergarten children. Dissertation Abstracts, 1970, 30, 4286–A.

    Google Scholar 

  • Turner, R. V., and Fisher, M. D. The effects of a perceptual motor training program upon the readiness and perceptual development of culturally disadvantaged kindergarten children. ERIC ED 041-663, 1969.

    Google Scholar 

  • Waugh, R. P. Relationship between modality preference and performance. Exceptional Children, 1973, 39, 465–496.

    Google Scholar 

  • Wimsatt, W. R. The effects of sensory-motor training on the learning abilities of grade school children. Dissertation Abstracts, 1967, 28, 347–B.

    Google Scholar 

  • Wiederholt, J. L., and Hammill, D. D. Use of the Frostig-Horne Perception Program in the urban school. Psychology in the schools. 1971, 8, 268–274.

    Article  Google Scholar 

  • Ysseldyke, J. Diagnostic-prescriptive teaching: The search for aptitude-treatment interactions. In L. Mann and D. A. Sabatino (Eds.), The First Review of Special Education. Philadelphia: Journal of Special Education Press, 1973. (a).

    Google Scholar 

  • Ysseldyke, J. E. Aptitude-treatment interaction research with learning-disabled children. Paper presented at the 1973 annual meeting of the American Educational Research Association, New Orleans, February 27, 1973. (b).

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Special Education, Montgomery County Intermediate Unit, Blue Bell, Pennsylvania, 19422, USA

    Lester Mann & Libby Goodman

Authors
  1. Lester Mann
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Libby Goodman
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of North Carolina at Chapel Hill, USA

    Eric Schopler  & Robert J. Reichler  & 

Rights and permissions

Reprints and permissions

Copyright information

© 1976 Plenum Press, New York

About this chapter

Cite this chapter

Mann, L., Goodman, L. (1976). Perceptual Training: A Critical Retrospect. In: Schopler, E., Reichler, R.J. (eds) Psychopathology and Child Development. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-2187-3_16

Download citation

  • DOI: https://doi.org/10.1007/978-1-4684-2187-3_16

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4684-2189-7

  • Online ISBN: 978-1-4684-2187-3

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation