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Direct linkTse, Linda F. L.; Siu, Andrew M. H.; Li-Tsang, Cecilia W. P. – Journal of Occupational Therapy, Schools & Early Intervention, 2017
Visual-motor integration (VMI) is the ability to coordinate visual perception and motor skills. Although Chinese children have superior performance in VMI than U.S. norms, there is limited information regarding the performance of its basic composition of VMI in regard to visual and motor aspects. This study aimed to examine the differences in…
Descriptors: Perceptual Motor Coordination, Visual Perception, Comparative Analysis, Kindergarten
Africa, Eileen K.; van Deventer, Karel J. – Early Child Development and Care, 2017
Pre-schoolers are in a window period for motor skill development. Visual-motor integration (VMI) is the foundation for academic and sport skills. Therefore, it must develop before formal schooling. This study attempted to improve VMI skills. VMI skills were measured with the "Beery-Buktenica developmental test of visual-motor integration 6th…
Descriptors: Preschool Children, Psychomotor Skills, Visual Perception, Skill Development
Download full textMix, Kelly S.; Levine, Susan C.; Cheng, Yi-Lang; Young, Christopher J.; Hambrick, David Z.; Konstantopoulos, Spyros – Grantee Submission, 2017
In a previous study, Mix et al. (2016) reported that spatial skill and mathematics were composed of 2 highly correlated, domain-specific factors, with a few cross-domain loadings. The overall structure was consistent across grade (kindergarten, 3rd grade, 6th grade), but the cross-domain loadings varied with age. The present study sought to…
Descriptors: Spatial Ability, Mathematics Instruction, Kindergarten, Grade 3
Taha, Mohamed Mostafa – Insights into Learning Disabilities, 2016
This study aimed to test a proposed structural model of the relationships and existing paths among cognitive processes (attention and planning), visual motor integration, and academic achievement in reading, writing, and mathematics. The study sample consisted of 50 students with mild intellectual disability or MID. The average age of these…
Descriptors: Cognitive Processes, Academic Achievement, Mild Intellectual Disability, Psychomotor Skills
Hernández Finch, Maria E.; Speirs Neumeister, Kristie L.; Burney, Virginia H.; Cook, Audra L. – Gifted Child Quarterly, 2014
This study provides baseline data to assist researchers in conducting future studies exploring the developmental trajectories of young gifted learners on measures of cognitive ability and achievement. The study includes common neuropsychological tests associated with preliteracy and the early-reading process as well as markers for inattention and…
Descriptors: Academically Gifted, Kindergarten, Intelligence Quotient, Neuropsychology
Becker, Derek R.; Miao, Alicia; Duncan, Robert; McClelland, Megan M. – Grantee Submission, 2014
The present study explored direct and interactive effects between behavioral self-regulation (SR) and two measures of executive function (EF, inhibitory control and working memory), with a fine motor measure tapping visuomotor skills (VMS) in a sample of 127 prekindergarten and kindergarten children. It also examined the relative contribution of…
Descriptors: Self Control, Executive Function, Inhibition, Short Term Memory
Carlson, Abby G.; Rowe, Ellen; Curby, Timothy W. – Journal of Genetic Psychology, 2013
Recent research has established a connection between children's fine motor skills and their academic performance. Previous research has focused on fine motor skills measured prior to elementary school, while the present sample included children ages 5-18 years old, making it possible to examine whether this link remains relevant throughout…
Descriptors: Psychomotor Skills, Academic Achievement, Visual Perception, Perceptual Motor Coordination
Oliver, Kimberly – ProQuest LLC, 2013
Autism spectrum disorders (ASDs) affect 1 in every 88 U.S. children. ASDs have been described as neurological and developmental disorders impacting visual, motor, and visual-motor integration (VMI) abilities that affect academic achievement (CDC, 2010). Forty-five participants (22 ASD and 23 Typically Developing [TD]) 8 to 14 years old completed…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Comparative Analysis
