Language Arts and Arithmetic Achievement, and Specifically Related Perceptual Skills

1973 ◽  
Vol 10 (1) ◽  
pp. 59-68 ◽  
Author(s):  
Jerome Rosner
Keyword(s):  
Language Arts ◽  
Motor Skills ◽  
Primary Grade ◽  
Instructional Programs ◽  
Stanford Achievement Test ◽  
Perceptual Skills ◽  
Perceptual Test ◽  
Partial Correlations ◽  
Visual Motor ◽  
Auditory Skills

This study explored the correlates between auditory and visual perceptual skills, and primary grade reading and arithmetic achievement. Three sets of scores–Stanford Achievement Test, a visual perceptual test (VAT), and an auditory perceptual test (AAT) were compared. Partial correlations were calculated for AAT and achievement, controlling on VAT; and for VAT and achievement, controlling on AAT. Results indicated that AAT scores account for significantly more of the variance in the language arts subtest scores than do the VAT; the reverse was true in accounting for the variance in arithmetic scores. It is suggested that learning to read depends heavily upon auditory skills, and that primary arithmetic achievement depends heavily on visual-motor skills. Pedagogical implications of these data are discussed, in terms of choosing optimally effective instructional programs for primary grade children based upon the strengths and deficits of their perceptual skills.

Egocentrism in Elementary School Children: Validity and Application of Assessment Techniques

1981 ◽  
Vol 48 (1) ◽  
pp. 27-34 ◽  
Author(s):  
Dennis W. Champion ◽  
Roland C. Lowe ◽  
Norman Cavior
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Motor Skills ◽  
School Children ◽  
Elementary School Children ◽  
Assessment Techniques ◽  
Two Measures ◽  
Visual Motor ◽  
Auditory Skills

Scores on a newly constructed measure of social egocentrism were correlated with those on measures of spatial egocentricity and communicative egocentricity and with two measures of school-related behaviors, popularity with peers and academic achievement, for 12 boys and 12 girls at each grade/age. At the kindergarten level, visual-motor skills and auditory skills correlated significantly with social egocentricity, .43 ( p < .01), and .49 ( P < .01), respectively. Correlations of academic achievement and egocentricity at Grades 2, 4, and 6 were all low and non-significant. Similarly, all correlations between egocentricity and popularity were low with only one correlation of .18 for communicative egocentrism and popularity being significant. The three measures of egocentricity intercorrelated moderately, the highest between spatial and communicative egocentrism ( r = .45, p < .01).

Relation of Visual-Motor Skills and Reading Achievement in Primary-Grade Pupils of Superior Ability

1967 ◽  
Vol 24 (1) ◽  
pp. 51-53 ◽  
Author(s):  
Thomas M. C. Chang ◽  
Vivian A. C. Chang
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Grade Level ◽  
Primary Grade ◽  
Third Grade ◽  
Second Grade ◽  
The Third ◽  
Visual Motor ◽  
Relationship Of ◽  
The Relationship

Second and third grade pupils ( ns = 23, 27, 24, 26) of superior intelligence were dichotomized into subgroups on the basis of visual-motor development as measured by the Bender-Gestalt. Bender and WISC scores were significantly correlated with reading at the second grade level but not at the third grade. The relationship of reading to visual-motor development and the learning of other skills to read for this type of pupil is suggested.

A Fluency Disorders Prevention Program for Preschoolers and Children in the Primary Grades

1991 ◽  
Vol 1 (1) ◽  
pp. 28-31 ◽  
Author(s):  
Eugene B. Cooper ◽  
Crystal S. Cooper
Keyword(s):  
Motor Skills ◽  
Prevention Program ◽  
Primary Grades ◽  
Primary Grade ◽  
Fluency Disorders ◽  
Classroom Use ◽  
Metalinguistic Skills

A fluency disorders prevention program for classroom use, designed to develop the feeling of fluency control in normally fluent preschool and primary grade children, is described. The program addresses the affective, behavioral, and cognitive aspects of fluency and features activities that not only develop the child’s fluency motor skills but also teach the language of fluency by developing the child’s metalinguistic skills.

scholarly journals Investigating handwriting: The relationships of visual-motor skills

1997 ◽  
Vol 12 (4) ◽  
pp. 323-323
Author(s):  
R. Glidden ◽  
D. Sheslow ◽  
W. Adams
Keyword(s):  
Motor Skills ◽  
Visual Motor

Williams Syndrome: Features in Late Childhood and Adolescence

PEDIATRICS ◽  
1987 ◽  
Vol 80 (1) ◽  
pp. 85-91
Author(s):  
Roberta A. Pagon ◽  
Forrest C. Bennett ◽  
Beverly LaVeck ◽  
Katherine B. Stewart ◽  
Jennifer Johnson
Keyword(s):  
Williams Syndrome ◽  
Motor Skills ◽  
Behavioral Characteristics ◽  
Childhood And Adolescence ◽  
Older Children ◽  
Performance Expectations ◽  
Reading Abilities ◽  
History Of ◽  
Overall Performance ◽  
Visual Motor

Nine children with the Williams syndrome were evaluated for physical, neurodevelopmental, and behavioral characteristics to record the natural history of this disorder. The study subjects, who ranged in age from 10 years to 20 years, generally showed lower than expected cognitive functioning with four of the nine functioning in the severely retarded range. However, all the children showed uneven developmental profiles, compared to measured IQ, with reading abilities exceeding the expected level and visual-motor skills deficient for overall performance expectations. All but one child had evidence of supravalvular aortic stenosis on echocardiography, but there was little morbidity from cardiovascular disease in this group of patients. Although all had grown at or below the fifth percentile in early childhood, seven now were above the fifth percentile for height. Personality attributes that characterize younger children with Williams syndrome persisted in this group of older children.

scholarly journals Efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia

CoDAS ◽  
2015 ◽  
Vol 27 (2) ◽  
pp. 128-134 ◽  
Author(s):  
Natália Fusco ◽  
Giseli Donadon Germano ◽  
Simone Aparecida Capellini
Keyword(s):  
Developmental Dyslexia ◽  
Motor Skill ◽  
Intervention Program ◽  
Perceptual Skills ◽  
Positive Effects ◽  
Visual Spatial ◽  
Group I ◽  
Visual Motor ◽  
Motor Skill Intervention

Purpose: To verify the efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia. Methods: The participants were 20 students from third to fifth grade of a public elementary school in Marília, São Paulo, aged from 8 years to 11 years and 11 months, distributed into the following groups: Group I (GI; 10 students with developmental dyslexia) and Group II (GII; 10 students with good academic performance). A perceptual and visual-motor intervention program was applied, which comprised exercises for visual-motor coordination, visual discrimination, visual memory, visual-spatial relationship, shape constancy, sequential memory, visual figure-ground coordination, and visual closure. In pre- and post-testing situations, both groups were submitted to the Test of Visual-Perceptual Skills (TVPS-3), and the quality of handwriting was analyzed using the Dysgraphia Scale. Results: The analyzed statistical results showed that both groups of students had dysgraphia in pretesting situation. In visual perceptual skills, GI presented a lower performance compared to GII, as well as in the quality of writing. After undergoing the intervention program, GI increased the average of correct answers in TVPS-3 and improved the quality of handwriting. Conclusion: The developed intervention program proved appropriate for being applied to students with dyslexia, and showed positive effects because it provided improved visual perception skills and quality of writing for students with developmental dyslexia.

Experimental Evaluation of Shared Control for Rehabilitation of Fine Motor Skills

2009 ◽  
Vol 9 (1) ◽  
Author(s):  
Govindarajan Srimathveeravalli ◽  
Venkatraghavan Gourishankar ◽  
Amrish Kumar ◽  
Thenkurussi Kesavadas
Keyword(s):  
Motor Skills ◽  
Shared Control ◽  
Fine Motor ◽  
Dominant Hand ◽  
Fine Motor Skills ◽  
Virtual Fixtures ◽  
Control Goal ◽  
Integration Test ◽  
Visual Motor ◽  
Complex Trajectories

We present the experimental results contrasting virtual fixtures (VFs) with a new shared control (SC) technique for rehabilitation of fine motor skills. The SC assistance algorithm used haptic attributes as the control goal. VF provided assistance based on trajectory. Shapes were chosen from the Visual Motor Integration test book and were used to train candidate’s nondominant hand, using samples recorded from their dominant hand. The results were analyzed using time, trajectory, forces, shape of trajectory, and haptic profiles as metrics. The results indicate that performance of VF and SC were comparable for simple trajectories and SC performed better for complex trajectories.

scholarly journals Visual motor skills and reading fluency: a correlational study

2016 ◽  
Vol 11 (Proc1) ◽  
Author(s):  
Pio Alfredo Di Tore ◽  
Gaetano Raiola ◽  
Gaetano Altavilla ◽  
Maria Grazia Gervilli ◽  
Salvatore Pignato ◽  
...  
Keyword(s):  
Motor Skills ◽  
Reading Fluency ◽  
Correlational Study ◽  
Visual Motor

scholarly journals Differences between preschool children using tablets and non-tablets in visual perception and fine motor skills

2019 ◽  
Vol 32 (2) ◽  
pp. 118-126
Author(s):  
Ling-Yi Lin
Keyword(s):  
Preschool Children ◽  
Visual Perception ◽  
Motor Skills ◽  
Motor Development ◽  
Visual Memory ◽  
Occupational Therapists ◽  
Underlying Mechanism ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Perceptual Skills

Background Numerous touch-screen applications designed to support visual perceptual skills and fine motor development for young children are available. Objectives This study aimed to investigate whether or not there were differences between children using tablets and non-tablets in visual perception and fine motor skills and to examine the association between visual perception and fine motor skills in two groups. Methods This study had tablet and non-tablet groups, each with 36 typically developing preschool children. Results Children in the non-tablet group yielded significantly higher scores in the subtests of visual discrimination, visual memory, spatial relationships, form constancy, visual figure ground, fine motor precision, fine motor integration, and manual dexterity than those in the tablet group. The association between visual perception and fine motor skills demonstrated different patterns in the two groups. Conclusion There are differences in visual perception and fine motor skills between children using tablets and non-using tablets. Different patterns of association relationship support the need for occupational therapists to consider the underlying mechanism.

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