The objective of this study was to examine the relationship between visual motor integration skill and academic performance in kindergarten through third grade.
One hundred ninety-one (N=191) children in kindergarten through third grade (mean age=7.78 years ; 52% male) from an upper-middle class, suburban, primarily Caucasian, elementary school near Cleveland, Ohio were included in this investigation.
Visual analysis and visual motor integration skill were assessed with the Beery Developmental Test of Visual Motor Integration (VMI) long form because it is a commonly used test in both optometric and educational practice and has a detailed scoring system.
The relationship between performance on the VMI and teachers'ratings of academic achievement was analyzed because teachers'grades are a primary means of assessing school performance.
The children's regular classroom teachers rated the children with respect to reading, math, and writing ability.
Second and third grade children (N=98) were also rated on spelling ability.
Only experienced teachers were included in the investigation and the validity of the teachers'ratings was substantiated by significant correlations with standardized test scores.
Teachers were masked to performance on the VMI until the rating was completed. (...)
Mots-clés Pascal : Enfant, Homme, Aptitude scolaire, Intégration, Contrôle visuomoteur, Evaluation, Corrélation
Mots-clés Pascal anglais : Child, Human, Academic ability, Integration, Visuomotor control, Evaluation, Correlation
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 99-0240255
Code Inist : 002B30A03B. Création : 16/11/1999.