Although fluency and automaticity of handwriting have been recognized as important research topics for 30 years, empirical data on respective developmental courses among typically developing children as well as clinical samples have remained very limited. To fill this gap, this study investigates the development of handwriting automaticity…

In a study involving 48 kindergarten children, tests using tachistoscopic exposures, divided form boards, and grooved pegboards, all showed significant correlations with readiness. Results of the Auditory-Visual Integration Test were not significant at the kindergarten level. Findings suggest that individuals with good perceptual skills are likely…

The Children's Embedded Figures Test was individually administered to 116 Caucasian, middle class, second grade children. Results suggest that a child's early experience in a particular birth order position may not be related to the development of field dependence-independence in any unambiguous and simple fashion. (Author/ED)

Normal and language-disordered first and third graders (matched for sex and cognitive level) were asked to decide whether two geometric arrays were similarly ordered. Language-disordered children did not differ from normal children in accuracy of judgment or require more training trials, but they did respond more slowly. (Author/CL)

Conducted two experiments which employed discrimination learning methods to test predictions related to the difficulty of discrimination of lateral reversals and of inversions when shapes are presented: (1) successively, (2) simultaneously in lateral alignment, and (3) simultaneously in vertical alignment. Subjects were 6-year-old children. (SDH)

THE ASSUMPTION THAT READING DISABILITY CAN RESULT FROM A GAP BETWEEN THE DEVELOPMENTAL MATURITY OF CHILDREN AND THE DEMANDS OF A BEGINNING READING PROGRAM CARRIES WITH IT THE PROBLEM OF ASSESSING DEVELOPMENTAL STATUS. A LONGITUDINAL STUDY CONDUCTED TO DERIVE A METHOD FOR IDENTIFYING SIGNS OF IMMATURITY RELATED TO LATER READING DIFFICULTIES USED…

Thirty 7-year-old and 26 10-year-old boys were presented with temporal sequences of meaningful and meaningless figures to determine the differences in perception and retention of above- and below-average readers. (Author/AJ)

The relationship between children's perceptual, cognitive, and affective perspective-taking scores and their cognitive perspective-taking scores gathered one year later was assessed. Subjects were 56 kindergarten through third-grade children. (Author/JMB)

To examine the relationship between performance on the Frostig Developmental Test of Visual Perception and birth order, 578 first-graders were tested. (Author)

Reports a study designed to determine whether students with learning problems could increase their own reading efficiency by learning through resources that complemented their perceptual strengths. Subjects were 16 children in a second grade learning disabilities class. Their reading vocabularies were improved during the perceptual program.…

Tested 63 kindergarten children on a spatial perspective task in which they copied the location and orientation of objects when the model and response spaces were aligned or when one was rotated 90 degrees or 180 degrees. (LLK)

The purpose of this study was to determine if children given spatial relationship training had learned a definition and/or conceptualization of "in front" which was limited to two distinctly different classes of objects functioning in a specific relationship. Twenty-one children who had completed the "in front" training were given three sets of…

Tests four hypotheses to separate the effect of schemes from drawing-specific influences on young children's drawings and examines whether copies and anticipatory drawings are influenced by schemes in the same manner. (HOD)