The research findings reviewed in this article suggest that the reason poor readers may not benefit from perceptual training programs may be that they already possess the very skills educators are attempting to develop, and do not need this training. The present study attempts to further clarify this issue by determining whether children who are achieving at various reading levels score differently on perceptual and perceptual-motor tasks.
Harber, J. R. (1982). Perceptual and Perceptual-Motor Test Scores are Not a Clue to Reading Achievement in Second Graders. Reading Horizons: A Journal of Literacy and Language Arts, 22 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol22/iss3/9