Visual-Motor Coordination and Intelligence as Predictors of Reading, Mathematics, Andwritten Language Ability

Abstract

Previous research on the relationship between visual-motor coordination and academic achievement has been equivocal and has frequently not included controls for the effect of intelligence on achievement. In the present study, scores on three tests of children's visual-motor coordination correlated moderately to highly with scores on a test of reading, mathematics, and written language for a sample of 44 elementary school children referred for learning difficulties. Multiple regression analyses indicated that visual-motor coordination scores accounted for little unique achievement test score variance when IQs were included in the equations.

The influence of computer games on visual–motor integration in profoundly deaf children

“…The visual–motor integration of deaf and hard of hearing children of younger school age has not been researched enough in Serbia, considering that it significantly affects the development of skills such as writing, tracing, handwriting, reading, mathematical skills and overall academic achievement. Numerous researchers have found high correlations between the above‐mentioned academic abilities and the visual–motor integration in children of typical development (Goldstein & Britt, ; Maeland, ; Sortor & Taylor, ; Taylor, ) as well as children with special needs (Feagan & Merriwether, ; Maeland, ). A high correlation has been found between deaf children and hard of hearing children who use sign language in terms of writing and reading skills, as well as academic progress in figure‐copying tests (Hauser, Cohen, Dye & Bavelier, ).…”

Visual-Motor Integration Skills

“…For example, research comparing students with and without learning difficulties by Rosner et al 6 found a higher prevalence of visual-motor skill dysfunction among students with learning difficulties but the researchers did not specifically test any academic skills. Goldstein et al 7 sought to predict reading, mathematics, and writing achievement using three different visual motor test scores. The sample population was comprised of individuals referred for evaluation of a learning disability.…”