Relationships of Auditory and Visual Reaction Times to Reading Achievement

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Abstract
To determine the relationship between reading achievement and the reaction time of an individual responding to auditory and visual stimuli present in his perceptual field Ss were selected at random from Grades 2, 4 and 6. S lifted his finger from a key as rapidly as possible at the onset of any one of four stimuli (red or green light, high or low tone). Shifting reaction time was not independent of reaction time in either the auditory or visual channel. Hence, the possibility that relative perceptual difficulties could exist in shifting behavior while no defect existed in either single channel was not supported. Perception defined as the reaction time of an individual responding to auditory and visual stimuli was not significantly related to reading achievement.