Correlations among Perceptual-Motor Ability, Self-Concept and Reading Achievement in Early Elementary Grades

1979 ◽  
Vol 48 (2) ◽  
pp. 447-450 ◽  
Author(s):  
William S. Husak ◽  
Richard A. Magill
Keyword(s):  
Reading Achievement ◽  
Multiple Regression ◽  
Science Research ◽  
Self Concept ◽  
Elementary Grades ◽  
Motor Ability ◽  
Early Elementary ◽  
Motor Abilities ◽  
Grade Levels ◽  
Assessment Survey

This study investigated the correlations among measures of perceptual-motor abilities, self-concept, and reading achievement and determined whether perceptual-motor ability and self-concept can predict reading achievement in the early elementary grades. A total of 105 boys and 108 girls from the first, second and third grades were tested on the stabilometer, a modified Minnesota Manual Dexterity Test, a tapping test, the Primary Self-concept Inventoty, and the Science Research Associates Assessment Survey. Intercorrelations across grade levels tended to be low and nonsignificant. The multiple regression procedures yielded no strong predictions of reading achievement. These findings tended to confirm the specificity of perceptual-motor ability, self-concept, and reading achievement.

Relationships among Perceptual-Motor, Self-Concept, and Academic Measures for Children in Kindergarten, Grades One and Two

1975 ◽  
Vol 41 (2) ◽  
pp. 539-546 ◽  
Author(s):  
Patrick R. Cobb ◽  
Brad S. Chissom ◽  
Myron W. Davis
Keyword(s):  
Academic Ability ◽  
Self Concept ◽  
Second Grade ◽  
Motor Ability ◽  
Cognitive Measures ◽  
Perceptual Training ◽  
Additional Information ◽  
Grade Levels ◽  
Young Subjects ◽  
The Relationship

Most studies repotting correlations of psychomotor and cognitive measures deal with perceptual-training programs for the remediation of academic deficiencies. This study provided additional information about the relationships of perceptual-motor ability and academic achievement for children in kindergarten through the second grade, and included self-concept. A small positive relationship between perceptual-motor ability and academic ability was observed for all three grade levels. There was little indication of any significant relationship between self-concept and academic ability, which provides no basis for the hypothesis proposing self-concept as an intervening variable in the relationship between the perceptual-motor and academic areas, at least for such young subjects.

Prologue to the Forum: Vocabulary Across the School Grades

2019 ◽  
Vol 50 (4) ◽  
pp. 461-465 ◽  
Author(s):  
Suzanne M. Adlof
Keyword(s):  
Word Learning ◽  
Vocabulary Instruction ◽  
Elementary Grades ◽  
Reading Disorders ◽  
Vocabulary Intervention ◽  
New Words ◽  
School Grades ◽  
Grade Levels ◽  
Ability Levels ◽  
Instructional Settings

Purpose This prologue introduces the LSHSS Forum: Vocabulary Across the School Grades. The goals of the forum are to provide an overview of the importance of vocabulary to literacy and academic achievement, to review evidence regarding best practices for vocabulary instruction, and to highlight recent research related to word learning with students across different grade levels. Method The prologue provides a foundational overview of vocabulary's role in literacy and introduces the topics of the other ten articles in the forum. These include clinical focus articles, research reviews, and word-learning and vocabulary intervention studies involving students in elementary grades through college. Conclusion Children with language and reading disorders experience specific challenges learning new words, but all students can benefit from high-quality vocabulary instruction. The articles in this issue highlight the characteristics of evidence-based vocabulary interventions for children of different ages, ability levels, and language backgrounds and provide numerous examples of intervention activities that can be modified for use in individual, small-group, or large-group instructional settings.

scholarly journals Re(Examining) Relations between CHC Broad and Narrow Cognitive Abilities and Reading Achievement

2017 ◽  
Vol 7 (1) ◽  
pp. 265 ◽  
Author(s):  
Ryan J. McGill
Keyword(s):  
Reading Achievement ◽  
Multiple Regression ◽  
Cognitive Abilities ◽  
Reading Scores ◽  
Cognitive Achievement ◽  
General Factor ◽  
School Age ◽  
Chc Theory ◽  
Moderating Effects ◽  
Clinically Significant

Previously, Evans and colleagues (2001) utilized simultaneous multiple regression to examine relations between Cattell-Horn-Carroll (CHC; Schneider & McGrew, 2012) broad and narrow cognitive abilities and reading achievement across the school age span. Although their findings suggest that many broad/narrow abilities had clinically significant effects on reading achievement they failed to account for the potential moderating effects of the general factor. To account for these effects, the current study employed hierarchical multiple regression analysis to reexamine the relationships between CHC dimensions and reading achievement after controlling for the effects of the general factor with 4,722 participants ages 6-18 from the Woodcock Johnson III Psychoeducational Battery (WJ III; Woodcock, McGrew, & Mather, 2001a). Results from the present study indicate that the full scale GIA composite (as a proxy for g) consistently accounted for large effects across the school age span for all of the reading achievement variables that were assessed. Among the broad and narrow abilities, only Gc consistently accounted for meaningful proportions of reading scores beyond g. As a consequence, researchers are encouraged to give greater consideration to the dimensionality of broad and narrow CHC measures when examining cognitive-achievement relationships or they may risk over-interpreting the predictive effects associated with these indices. Potential implications for clinical application of CHC theory are also discussed.

scholarly journals Analisis Kinerja Guru Pendidikan Jasmani Olahraga dan Kesehatan terhadap Motor Ability dan Hasil Belajar pada Siswa SD Negeri di Kabupaten Pinrang

2020 ◽  
Vol 1 (1) ◽  
pp. 35-48
Author(s):  
Sahabuddin Sahabuddin ◽  
Hikmad Hakim ◽  
Ahmad Rum Binsar
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Random Sampling ◽  
Physical Education Teachers ◽  
Motor Ability ◽  
School Students ◽  
Motor Abilities ◽  
Cluster Random Sampling

Abstract   This study aims to determine the results of the performance contribution of physical and health physical education teachers to motor ablity and learning outcomes in state elementary school students in Pinrang Regency. This research is a type of correlational research. The population is male elementary school students in Pinrang Regency with a sample of 100 students with cluster random sampling techniques. The data analysis technique used is multiple correlation. Based on these results it can be concluded that (1) There is a contribution of the performance of physical and health physical education teachers to motor abilities in state elementary school students in Pinrang Regency by 57.1%, this result shows that the performance of physical and physical education teachers has a contribution to the motor ability of state elementary school students in Pinrang Regency, and (2) There is a contribution of the performance of physical and health physical education teachers to the learning outcomes of elementary school students in Pinrang Regency by 71,5%. These results indicate the analysis that the performance of physical and health physical education teachers has a contribution to the learning outcomes of elementary school students in Pinrang Regency. Keywords: Performance, Teacher, Motor Ability, Learning Outcomes   Abstrak   Penelitian ini bertujuan untuk mengetahui hasil kontribusi kinerja guru pendidikan jasmani olahraga dan kesehatan terhadap motor ablity dan hasil belajar pada murid SD Negeri di Kabupaten Pinrang. Penelitian ini adalah jenis penelitian korelasional. Populasinya adalah siswa putra SD Negeri di Kabupaten Pinrang dengan sampel berjumlah 100 orang siswa dengan teknik cluster random sampling. Teknik analisis data yang digunakan adalah korelasi ganda. Berdasarkan hasil tersebut dapat disimpulkan bahwa (1) Ada kontribusi kinerja guru pendidikan jasmani olahraga dan kesehatan terhadap motor ability pada murid SD Negeri di Kabupaten Pinrang sebesar 57,1%, Hasil ini menunjukkan bahwa kinerja guru pendidikan jasmani olahraga dan kesehatan memiliki kontribusi terhadap motor ability murid SD Negeri di Kabupaten Pinrang, dan (2) Ada kontribusi kinerja guru pendidikan jasmani olahraga dan kesehatan terhadap hasil belajar pada murid SD Negeri di Kabupaten Pinrang sebesar 71,5%. Hasil ini menunjukkan analisa bahwa kinerja guru pendidikan jasmani olahraga dan kesehatan memiliki kontribusi terhadap hasil belajar murid SD Negeri di Kabupaten Pinrang. Kata kunci: Kinerja, Guru, Motor Ability, Hasil Belajar  

Relations between the Motor and Cognitive Dimensions of Preschool Girls and Boys

2002 ◽  
Vol 94 (2) ◽  
pp. 415-423 ◽  
Author(s):  
Jurij Planinsec
Keyword(s):  
Regression Analysis ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Cognitive Abilities ◽  
Cognitive Variables ◽  
Cognitive Variable ◽  
Motor Abilities ◽  
Preschool Boys ◽  
Cognitive Dimensions

The aim of this study was to compare relations between latent motor dimensions and cognitive abilities of preschool boys and girls ( N = 665, age: 5 to 6 years). The psychological part of the testing was implemented with the Test Razkol. For the assessment of motor abilities 28 tests were given. The associations of motor and cognitive variables were estimated by multiple regression analysis, which showed positive and significant associations between the latent motor variables and the cognitive variable for both boys and girls. On both sexes, the motor dimensions with the strongest associations with the cognitive abilities are those of coordination and the speed of movement. Despite some differences between boys and girls, they still have a lot in common since the most important latent motor dimensions prevailing in the connection between motor and cognitive dimensions are similar.

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