Publication Date


Document Type


First Advisor

Thompson, Michael L. (Professor of education)||Ende, Russell S.

Degree Name

M.S. (Master of Science)

Legacy Department

School of Education


Perception; Reading


The problem was two-fold. First, It was Intended to try to find the significance of any difference between bl- lateral and unilateral children in their perceptions and reproductlons of six ambiguous gestalts. Second, it was thought to be useful to discover the relationships between visual perception, emotional disturbance and reading compre­hension. The study first identified two groups of 20 students, matched by sex, grade and general level of intelligence* bi­lateral and unilateral. After administering the Minnesota Percepto-DIagnostic Test to each child, mean scores of each group were submitted to statistical analysis to find the sig­nificance of the difference between means. After finding the significance of the difference, the MPD scores were correla­ted with the deviations between actual readfng comprehension scores and expected reading comprehension scores. Two me­thods of determining reading comprehension grade expectancy were used. The writer found no significant difference in the per­ception and reproduction of gestalts between unilateral and bilateral groups of children. One method of finding reading grade expectancy yielded a negligible negative correlation between visual perception, emotional disturbance and reading comprehension. The more misperception (rotation) and emo­tional disturbance there was, the lower his reading compre­hension score was apt to be. The other method of finding reading comprehension grade expectancy yielded a negligible positive correlation between visual perception, emotional disturbance and reading compreshension. The higher the score on the MPD, the higher one's reading comprehension score. Regardless of the method of determining reading comprehen­sion grade expectancy, the relationship between reading comprehension, emotional disturbance and visual perception proved to be negligible. Questions of method of administering group tests, as well as validity and reliability of some tests, are raised. Implications for research and curriculum devel­opment are also briefly discussed.


Includes bibliographical references.


iv, 37 pages




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