scholarly journals Analyzing the Early Literacy Skills and Visual Motor Integration Levels of Kindergarten Students

2019 ◽  
Vol 8 (2) ◽  
pp. 176
Author(s):  
Zeynep Dere
Keyword(s):  
Early Literacy ◽  
School Readiness ◽  
Motor Coordination ◽  
Kindergarten Students ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Visual Motor Coordination ◽  
Visual Motor Integration ◽  
Instructional Level ◽  
Visual Motor

Early childhood education aims to support children’s whole development and their school readiness. Children develop a knowledge about reading, writing and learning before elementary school. This knowledge is called early literacy and it’s a key factor for school readiness. This study delves to investigate the early literacy skills of children and their visual motor integration. For this purpose, kindergarten students’ level of early literacy skills and visual motor integration was determined and the correlation between the two was analyzed. Eighty children at the age of five (40 females and 40 males) attending kindergarten were purposively chosen. In the study, 38% of the participants in the kindergarten was in the inadequate level of early literacy skills and 62% was in the instructional level. Children in the instructional level also showed that they had better visual motor coordination skills as well. These children presented better visual motor coordination skills in the fine manipulative skills category, print awareness category, and expressive and receptive language skills category. It was seen that visual motor integration development is a valuable factor to supports kindergarten children’s early literacy skills. For this reason, children’s visual motor coordination skills should be taken into consideration and supported for their early literacy skills development.

scholarly journals Visual motor integration: generation, development, and its importance for ophthalmology

2021 ◽  
Vol 21 (1) ◽  
pp. 14-17
Author(s):  
E.A. Egorov ◽  
◽  
T.B. Romanova ◽  
E.G. Rybakova ◽  
◽  
...  
Keyword(s):  
Motor Coordination ◽  
Human Life ◽  
Head Injuries ◽  
Cerebrovascular Disorders ◽  
Fine Motor ◽  
Visual Functions ◽  
Visual Motor Coordination ◽  
Visual Motor Integration ◽  
Optical Correction ◽  
Visual Motor

Visual motor coordination (VMC) is the coordination of the motions and their elements resulting from the collaborative and simultaneous activity of the visual and motor analyzers required for daily activities, sports, and professional activities. The development of VMI begins in the early childhood and proceeds throughout human life being the most active within the first 10 years. VMC is a part of visual motor integration (VMI) defined as a complex combination of skills to correctly execute the movements of arms, legs, and body. The potential causes of impaired VMI are arrested development due to living conditions, organization of teaching, individual developmental or health characteristics; nervous system diseases (i.e., head injuries, cerebrovascular disorders, intoxication etc.); and, in particular, visual impairments. Since the quality of visual functions is an important component of good VMC, its generation and development require adequate vision correction. It was demonstrated that the degree of myopia may affect school performance in the areas requiring VMI. Optical correction of ametropias improves VMC. This should be considered when managing patients (in particular, children) with refractive errors. Keywords: visual motor coordination, visual and motor analyzers, visual functions, optical correction, micro-level orientation, fine motor skills, synchronization. For citation: Egorov E.A., Romanova T.B., Rybakova E.G. Visual motor integration: generation, development, and its importance for ophthalmology. Russian Journal of Clinical Ophthalmology. 2021;21(1):14–17. DOI: 10.32364/2311-7729-2021-21-1-14-17.

scholarly journals PRESERVICE TEACHERS’ KNOWLEDGE AND AWARENESS OF SUPPORTING EARLY LITERACY

2021 ◽  
Author(s):  
Aylin Sop ◽  
Zuhal Çeliktürk Sezgin
Keyword(s):  
Preservice Teachers ◽  
Primary School ◽  
Early Literacy ◽  
School Readiness ◽  
Study Data ◽  
Literacy Skills ◽  
Letter Recognition ◽  
Early Age ◽  
Research Approach ◽  
Early Literacy Skills

This study aims to investigate preschool and primary school preservice teachers’ knowledge and awareness of early literacy skills. Basic qualitative research approach was applied and data were collected through interview forms. A total of 158 preservice teachers (78 preschool preservice teachers and 80 primary school preservice teachers) attending the faculty of education at a state university in Turkey participated in the study. Data obtained from the participants were content analyzed. The results revealed that preservice teachers studying at both departments are familiar with early literacy skills while they have limited knowledge of its content and sub-skills. It is also found that most of the preschool preservice teachers define early literacy as letter recognition and pronunciation, school readiness and learning how to read and write at an early age; and primary school preservice teachers as learning how to read and write at an early age. Since preservice teachers representing both groups have misconceptions about the concept of early literacy, it would be appropriate to organize courses that offer examples of classroom practices concerning early literacy skills for preservice teachers attending the undergraduate program

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