The Effect of Reading Ability on Rorschach Performance

Abstract

The present study examines the Rorschach of 25 second grade children possessing average intelligence or better. The children were classified into two groups: poor readers and excellent readers. The results were compared to Ledwith's (1958) normative population and to each other. A number of Rorschach scores differed significantly from Ledwith's norms and seven Rorschach scores differed from each other. The poor readers had difficulties forming clear perceptual gestalts and showed little interest or ability in the integration or organization of separate facts. They also have a deficit in their capacity for emotional reactions to the environment. There exists the possibility of a conflict between their natural responsiveness and conscious attitudes.