Are the Results of the Beery-Buktenica Developmental Test of Visual-Motor Integration and Its Subtests Related to Achievement Test Scores?

Sortor, Jennifer Mazzola; Kulp, Marjean Taylor

doi:10.1097/00006324-200311000-00013

Cited by 167 publications

(162 citation statements)

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“…Here, VMI does not significantly predict number line estimation anymore. The predictive power of VMI for early arithmetic confirms the findings by Cameron et al (2012) who report that VMI relates to mathematics in kindergarten children (and in older children, see Sortor & Kulp, 2003). We might even suggest that this finding fits with the literature documenting a link between children's finger representation and early mathematics (Fayol, Barrouillet, & Marinthe, 1998;Reeve & Humberstone, 2011).…”

Section: Role Of Different Spatial Measures For Early Mathematicssupporting

confidence: 88%

“…Moreover, the influence of early VMI for later academic achievement has been empirically supported (Becker, Miao, Duncan, & McClelland, 2014;Cameron et al, 2012Cameron et al, , 2015Carlson, Rowe, & Curby, 2013;Grissmer, Grimm, Aiyer, Murrah, & Steele, 2010). Studies considering VMI and non-motor spatial skills concurrently report that both constructs are associated with and/or are predictive of better performance in mathematics (Carlson et al, 2013;Pieters et al, 2012;Pitchford et al, 2016;Sortor & Kulp, 2003).…”

Section: Link Between Spatial Skills and Early Mathematicsmentioning

confidence: 94%

“…Classically, tasks of spatial perception, mental rotation and spatial visualization, require the treatment of visual information, while tasks of VMI involve the coordination between the treatment of visual input and motor output (Cameron et al, 2015). Empirical research on the relation between mathematics and spatial skills suggests considering VMI when studying this relationship in young children (Carlson, Rowe, & Curby, 2013;Pieters, Desoete, Roeyers, Vanderswalmen, & Van Waelvelde, 2012;Pitchford, Papini, Outhwaite, & Gulliford, 2016;Sortor & Kulp, 2003). In the following, VMI will be considered as an aspect of spatial skills (in line with Frostig, Lefever, & Whittlesey, 1961 …”

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How do different aspects of spatial skills relate to early arithmetic and number line estimation?

et al. 2017

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The present study investigated the predictive role of spatial skills for arithmetic and number line estimation in kindergarten children (N = 125). Spatial skills are known to be related to mathematical development, but due to the construct's non-unitary nature, different aspects of spatial skills need to be differentiated. In the present study, a spatial orientation task, a spatial visualization task and visuo-motor integration task were administered to assess three different aspects of spatial skills. Furthermore, we assessed counting abilities, knowledge of Arabic numerals, quantitative knowledge, as well as verbal working memory and verbal intelligence in kindergarten. Four months later, the same children performed an arithmetic and a number line estimation task to evaluate how the abilities measured at Time 1 predicted early mathematics outcomes. Hierarchical regression analysis revealed that children's performance in arithmetic was predicted by their performance on the spatial orientation and visuo-motor integration task, as well as their knowledge of the Arabic numerals. Performance in number line estimation was significantly predicted by the children's spatial orientation performance. Our findings emphasize the role of spatial skills, notably spatial orientation, in mathematical development. The relation between spatial orientation and arithmetic was partially mediated by the number line estimation task. Our results further show that some aspects of spatial skills might be more predictive of mathematical development than others, underlining the importance to differentiate within the construct of spatial skills when it comes to understanding numerical development.Keywords: spatial skills, early mathematics development, kindergarten, arithmetic, number line estimation Journal of Numerical Cognition, 2017, Vol. 3(2), 309-343, doi:10.5964/jnc.v3i2.36 Received: 2016-04-25. Accepted: 2017-02-14. Published (VoR): 2017 Handling Editors: Silke Goebel, University of York, York, United Kingdom; André Knops, Humboldt-Universität Berlin, Berlin, Germany; Hans-Christoph Nuerk, Universität Tübingen, Tübingen, Germany *Corresponding author at: University of Luxembourg -Campus Belval, Maison des Sciences Humaines, 11, Porte des Sciences, L-4366 Esch-Belval. Email: veronique.cornu@uni.lu This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License, CC BY 4.0 (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.The acquisition of early numerical abilities in kindergarten is important for later mathematical learning, school achievement and more general life outcomes such as adult socioeconomic status (Ritchie & Bates, 2013).School entry mathematical skills are strongly predictive of later academic achievement, resulting in a need to gain a more profound understanding of the processes and cognitive abilities underlying early mathematical d...

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Section: Role Of Different Spatial Measures For Early Mathematicssupporting

confidence: 88%

Section: Link Between Spatial Skills and Early Mathematicsmentioning

confidence: 94%

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How do different aspects of spatial skills relate to early arithmetic and number line estimation?

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“…This was previously supported by results showing that visual perception is a good predictor of children's reading level and their readiness to read (e.g., Sortor and Kulp, 2003). Importantly, studies on Semitic scripts showed predictive correlations between both visual and verbal ability and reading.…”

Section: Discussionmentioning

confidence: 56%

Does Enhancing Visual Perception in Mild Intellectually Disabled Children transfer to other skills?

Teleb¹,

Mohamed²,

Elbert³

2016

European Proceedings of Social &Amp; Behavioural Sciences

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This work examines the effectiveness of two training programs (teacher-assisted versus computer-based) to enhance the visual perception of mild intellectually disabled children native Arabic children in Egypt. Subjects were randomly assigned to three groups: control group with treatment as usual (n=12), traditional/teacher-assisted training (n=12) and a computerized training (n=12). Groups were matched for socio-demographic variables controlling for age, gender, and the education of parents. The success of the different training procedures was evaluated by Frosting Developmental Test of Visual Perception and its transfer to other skills in the same modality (List of Reading Readiness Skills) and general improvement in cognitive abilities (The Stanford-Binet Test). Both programs significantly improved performances of the experimental groups compared to the control group. Yet, no significant differences were found between the two active training groups, suggesting that a computerized trainings may be an option to assist challenged children, particularly when there are no specialized teachers available for the highly time consuming trainings. These findings are discussed in terms of neurological plasticity as well as recommendations for integrated training programs.

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“…Görsel algının yazma hızı, kelimeleri doğru kopyalama, kelime ve harfler arasında uygun şekilde boşluk bırakma, yazma, çizim gibi becerilerde etkili olduğunu belirtilmektedir (Akaroğlu ve Dereli, 2012;Barnhardt, Borsting, Deland, Pham ve Vu, 2005;Christian, 2010;Fletcher, 1997;Gabbard, 2012;Tseng ve Chow, 2000). Barnhardt ve diğerleri (2005), Christian (2010), Kurtz (2006), Sortor ve Kulp (2003) çalışmalarında matematiği okuma, matematik işaretlerini doğru yazma ve anlama, geometrik şekilleri tanıma, sayıları sıralama, matematik problemlerini organize etme ve problem çözmede görsel algının etkili olduğunu belirtmişlerdir.…”

Section: Introductionunclassified

Analysis of the Effects of Project-Based Education on the Visual Perceptions of Five-Year-Old Children (60 -72 Months)

Metin

Aral

2016

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Are the Results of the Beery-Buktenica Developmental Test of Visual-Motor Integration and Its Subtests Related to Achievement Test Scores?

Abstract: Visual perceptual ability should be assessed in children with poor math and/or reading achievement.

Cited by 167 publications

References 9 publications

How do different aspects of spatial skills relate to early arithmetic and number line estimation?

How do different aspects of spatial skills relate to early arithmetic and number line estimation?

Does Enhancing Visual Perception in Mild Intellectually Disabled Children transfer to other skills?

Analysis of the Effects of Project-Based Education on the Visual Perceptions of Five-Year-Old Children (60 -72 Months)

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