Visual Motor Ability in Normal and Disabled Readers

1986 ◽  
Vol 62 (2) ◽  
pp. 627-630
Author(s):  
R. N. Malatesha
Keyword(s):  
Third Graders ◽  
Reading Test ◽  
Motor Ability ◽  
Spelling Pattern ◽  
Visual Motor ◽  
Gates Macginitie Reading Test ◽  
Disabled Readers ◽  
Reading And Spelling ◽  
Deficient Group

A group of 42 third graders were grouped equally into sequentially deficient, simultaneously deficient, and normal readers based on their performance on Boder Reading and Spelling Pattern Test and Gates-Macginitie Reading Test. The subjects were then administered Bender Visual-motor Gestalt Test. There were significant differences among the three groups; the simultaneous-deficient group committed the most errors on the Bender test. The results were related to reading.

Visual-Motor Ability

2013 ◽  
pp. 3318-3318
Author(s):  
Paul A. Offit ◽  
Anne Snow ◽  
Thomas Fernandez ◽  
Laurie Cardona ◽  
Elena L. Grigorenko ◽  
...  
Keyword(s):  
Motor Ability ◽  
Visual Motor

Reading and spelling skills in German third graders: Examining the role of student and context characteristics

2015 ◽  
Vol 85 (4) ◽  
pp. 533-550 ◽  
Author(s):  
Antje von Suchodoletz ◽  
Ross A. A. Larsen ◽  
Catherine Gunzenhauser ◽  
Anika Fäsche
Keyword(s):  
Third Graders ◽  
Context Characteristics ◽  
Reading And Spelling

Reading Comprehension Test Performance and Hierarchical Classification

1979 ◽  
Vol 11 (4) ◽  
pp. 381-385
Author(s):  
Jean Wallace Gillet ◽  
Herbert C. Richards
Keyword(s):  
Test Performance ◽  
Hierarchical Classification ◽  
Third Graders ◽  
Reading Test ◽  
Stepwise Multiple Regression ◽  
Stepwise Multiple Regression Analysis ◽  
Test Items ◽  
Single Score ◽  
Classification Tasks ◽  
Guttman Scaling

Items from a widely used standardized reading achievement test were rated by trained judges according to the degree to which they required an understanding of hierarchical classification. 2 subtests were constructed from subsets of items that were identified by their extreme ratings: Subtest A was judged to require classification operations from respondents; Subtest B, not to require them. 22 third graders were assessed on 5 types of Piagetian classification tasks. After Guttman scaling, each was assigned a single score for classification ability. Stepwise multiple regression analysis revealed that classification ability was significantly predictive of Subtest A performance, even when performance on Subtest B was controlled statistically. The results were interpreted to mean that reading test performance is partially influenced by one's mastery of hierarchical classification because some test items require this ability. Such items probably discriminate among children on the basis of developmental maturity rather than on instruction-related knowledge.

Are Visual-Perceptual and Visual-Motor Skills Separate Abilities?

1988 ◽  
Vol 67 (2) ◽  
pp. 423-426 ◽  
Author(s):  
Penelope Leonard ◽  
Cheryl Foxcroft ◽  
Tertia Kroukamp
Keyword(s):  
Visual Perception ◽  
Motor Skills ◽  
Motor Ability ◽  
Motor Abilities ◽  
Visual Motor Integration ◽  
Visual Motor ◽  
Ability Measure ◽  
Visual Motor Abilities

This study explored the independence of visual-perceptual and visual-motor abilities. Scores on the Motor-free Visual Perception Test were correlated by Pearson's method with scores on tests that weight the visual-perceptual, motor, and visual-motor components differently. Small but significant correlations were found between the Motor-free Visual Perception Test and tests of visual-motor integration, but there was no relationship between the motor-free test and tests of motor ability. These findings support the premise that tests of visual perception, visual-motor integration, and motor ability measure different skills.

Two Factors Contributing to Elementary School Teachers' Predictions of Students' Scores on the Gates-MacGinitie Reading Test, Level D

1993 ◽  
Vol 76 (2) ◽  
pp. 536-538 ◽  
Author(s):  
John G. Freeman
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Reading Test ◽  
Male Teachers ◽  
School Teachers ◽  
Female Teachers ◽  
Two Factors ◽  
Gates Macginitie Reading Test ◽  
Test Level

The prediction by 13 elementary school teachers of 214 students' achievement in Grades 4 to 6 on the Gates-MacGinitie Reading Test, Level D was examined. Although teachers were generally good predictors of students' achievement in reading, predictions were affected by various factors related to students and teachers. Female teachers, but not male teachers, tended to overestimate the number of correct responses by girls and underestimate that by boys. A similar trend was evident for inexperienced teachers. When they overestimated, male teachers and inexperienced teachers tended to overestimate more.

Factor Analysis of the Reitan-Indiana Neuropsychological Test Battery

1989 ◽  
Vol 69 (3-2) ◽  
pp. 1303-1313 ◽  
Author(s):  
Cheryl D. Foxcroft
Keyword(s):  
Factor Analysis ◽  
Neuropsychological Test ◽  
Test Battery ◽  
Regression Equations ◽  
Motor Ability ◽  
Motor Speed ◽  
Normal Children ◽  
Neuropsychological Test Battery ◽  
Factor Analytic ◽  
Visual Motor

The Reitan-Indiana Neuropsychological Test Battery was administered to a sample of 116 normal children aged 5 to 7 yr. A principal components factor analysis showed that six different areas of functioning were being measured. The neuropsychological dimensions were identified as Analytic-Synthetic Visual-motor Ability, Perceptual Organization, Crossed Modality Motoric Efficiency, Directed Motor Speed, Patterned Critical Discrimination, and Strength. Regression equations for estimating a child's scores on the six factors were presented. The dimensions were related to previous factor-analytic studies with young chileren.

scholarly journals Working Memory Functioning in Children With Poor Mathematical Skills

2015 ◽  
Vol 223 (2) ◽  
pp. 83-92 ◽  
Author(s):  
Julia Klesczewski ◽  
Janin Brandenburg ◽  
Anne Fischbach ◽  
Dietmar Grube ◽  
Marcus Hasselhorn ◽  
...  
Keyword(s):  
Working Memory ◽  
Third Graders ◽  
Mathematical Skills ◽  
Memory Functioning ◽  
Mathematical Difficulties ◽  
Design Analyses ◽  
The Impact ◽  
Reading And Spelling ◽  
Reading And Spelling Difficulties ◽  
Additional Reading

Previous research on working memory (WM) in children with poor mathematical skills has yielded heterogeneous results, possibly due to inconsistent consideration of the IQ–achievement discrepancy and additional reading and spelling difficulties. To examine the impact of both, the WM of 68 average-achieving and 68 low-achieving third-graders in mathematics was assessed. Preliminary analyses showed that poor mathematical skills were associated with poor WM. Afterwards, children with isolated mathematical difficulties were separated from those with additional reading and spelling difficulties. Half of each group fulfilled the IQ–achievement discrepancy, resulting in a 2 (additional reading and spelling difficulties: yes/no) by 2 (IQ–achievement discrepancy: yes/no) factorial design. Analyses revealed that not fulfilling the IQ–achievement discrepancy was associated with poor visual WM, whereas additional reading and spelling difficulties were associated with poor central executive functioning in children fulfilling the IQ–achievement discrepancy. Therefore, WM in children with poor mathematical skills differs according to the IQ–achievement discrepancy and additional reading and/or spelling difficulties.

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