The effects of persistent asymmetrical tonic neck reflex (ATNR) on reading scores in first and second grade children
Date
2015-04-24Author
Montgomery, Rebecca
Nichols, Candise
Ornburn, Chelsey
Rudd, Amanda
Williams, Lindsey
Advisor
Smith, Barbara S.Metadata
Show full item recordCitation
Montgomery, Rebecca. The Effects of Persistent Asymmetrical Tonic Neck Reflex (ATNR) on Reading Scores in First and Second Grade Children. --In Proceedings: 11th Annual Symposium on Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University, p. 57
Abstract
This study examined the relationship between a presence of a retained Asymmetrical Tonic Neck
Reflex (ATNR) and its effect on reading scores of local first and second grade children. The
ATNR, a primitive reflex seen in infants and normally integrated by 6 months, may be present in
children up to age eight. ATNR's retention is associated with certain learning disabilities,
behavioral dysfunctions and motor maturation delay. These developmental deficits can also
affect reading and motor skills including hand-eye coordination, left-right integration, visual
tracking, and the ability to control the hand when writing.
A collection of standardized reading test scores was obtained from 66 first and second grade
students. The student sample was additionally tested for ATNR retention level by a licensed
school physical therapist. The school from which the participants were selected utilizes the
AIMsWeb standardized test to assess student reading levels. This standardized test, at a basic
level, measures the number of words a student can correctly read per minute. The AIMsWeb test
efficiently and accurately measures a student's progress because it is time efficient to administer
and produces results that intuitively reflect increase in ability. A modified testing procedure was
performed by the school physical therapist to obtain a score related with a gradation of ATNR
retention level.
The findings showed that there was a significant relationship between total ATNR scores and
reading in first grade participants. Those who demonstrated a more integrated reflex, or a higher
ATNR score, showed fewer errors and a higher accuracy on the AIMsWeb reading test than
those with a more persistent ATNR, or lower ATNR score.
The literature is equivocal as to the association between presence of the ATNR in first and
second grades and their reading scores. The results support the findings of previous research
demonstrating a link between ATNR retention and a lower reading score. These findings suggest
that further research is needed in order to establish an effective integration program.
Description
Presented to the 11th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Heskett Center, Wichita State University, April 24, 2015.
Research completed at Department of Physical Therapy, College of Health Professions