Time perception as related to reading achievement.

TLDR: The fact that Ss receiving small group remedial reading instruction were significantly more accurate in reproducing intervals suggests the possibility that heightened perceptual awareness may result from certain kinds of intensive instruction.

Abstract: 58 fourth and fifth grade children were given Time Questionnaires and a series of short time intervals to be reproduced. Analyses of covariance for three reading levels, controlling for intelligence and age, indicated a significant difference in scores on the Time Questionnaire but negligible differences in the constant error and the standard deviation scores for the reproduced intervals. When two extreme reading groups were compared, the standard deviation scores were significantly smaller for the “better” readers. These scores were also significantly related to the Time Questionnaire scores for the total sample. Sex differences on the questionnaire were confined to the “poorer” readers. The fact that Ss receiving small group remedial reading instruction were significantly more accurate in reproducing intervals suggests the possibility that heightened perceptual awareness may result from certain kinds of intensive instruction.