Systematic Evaluation of an Auditory Perceptual Skill Model in a Prereading Sample

Abstract

The skills proposed in the adapted skill model devised by Flower (1968) do seem to exist. These skills are related in a generic sense, but they are independent in measurement as the commonality between them is quite low. Separate skills can be measured. The auditory perceptual skills are significantly related to mental functioning, but again the common variance is quite low. The auditory skills do not seem to be completely unique from measured mental functioning. The skills in the perceptual model do not show differences when the sexes are considered. When cross-cultural comparisons by race are made, equating for intelligence, significant differences in task performance are not found. Factors involved in mental functioning seem to influence performance on perceptual tasks. The noted differences in mental functioning seem to be more important in determining perceptual performance than do factors such as race. The questions usually leveled at the integrity of models can be answered when specific hypotheses are generated and tested. Independent instruments can be constructed with some degree of reliability, but instruments free from the effects of mental ability are not yet readily available.