scholarly journals The relationship between emergent drawing, emergent writing, and visual‐motor integration in preschool children

2021 ◽  
Author(s):  
Giuliana Pinto ◽  
Oriana Incognito
Keyword(s):  
Preschool Children ◽  
Emergent Writing ◽  
Visual Motor Integration ◽  
Visual Motor ◽  
The Relationship

Sensory Integration in Developmentally Delayed Preschool Children

1986 ◽  
Vol 3 (1) ◽  
pp. 22-34
Author(s):  
Jo E. Cowden ◽  
Carol C. Torrey
Keyword(s):  
Preschool Children ◽  
Sensory Integration ◽  
Visual Task ◽  
Chronological Age ◽  
Developmentally Delayed ◽  
Handicapped Children ◽  
Visual Motor Integration ◽  
Meaningful Relationship ◽  
Visual Motor ◽  
The Relationship

The purpose of this study was to investigate performance of developmentally delayed preschoolers on intramodal and intermodal matching tasks in the visual and haptic modalities. The performance of these preschoolers was compared with the learning profile of handicapped children. Further analysis determined the relationship between performance on intra- and intermodal matching tasks and scores on visual motor integration and cognitive matching. Eighteen developmentally delayed preschoolers from ages 3.4 years to 5.11 were involved in four matching conditions: visual-visual, haptic-haptic (intramodal), visual-haptic, and haptic-visual (intermodal). Results of this study indicated that accuracy in all modalities increased as chronological age increased. The learning profile of developmentally delayed preschoolers differed from that of nonhandicapped children: the delayed children scored highest on the haptic-visual task, with the visual-haptic and visual-visual scores only slightly lower, but the haptic-haptic scores markedly lower. No meaningful relationship was apparent between performance in the four modalities and cognitive matching and visual motor integration.

scholarly journals Performance of the Visual-Motor Integration of Preschool Children in Hong Kong

2015 ◽  
Vol 25 (1) ◽  
pp. 7-14 ◽  
Author(s):  
Miranda Ng ◽  
Mandy Chui ◽  
Lenzs Lin ◽  
Anita Fong ◽  
Donna Chan
Keyword(s):  
Hong Kong ◽  
Preschool Children ◽  
Visual Motor Integration ◽  
Visual Motor

scholarly journals Visual motor integration delay in preschool children infected with HIV

2019 ◽  
Vol 49 (3) ◽  
pp. 24-30
Author(s):  
Ramona Odejayi ◽  
Denise Franzsen ◽  
Patricia De Witt
Keyword(s):  
Preschool Children ◽  
Visual Motor Integration ◽  
Visual Motor

Correlations for the Developmental Visual-Motor Integration Test and the Wechsler Intelligence Scale for Children-III

1997 ◽  
Vol 84 (2) ◽  
pp. 699-702 ◽  
Author(s):  
Mercedes Graf ◽  
Richard N. Hinton
Keyword(s):  
School Psychologists ◽  
Chicago School ◽  
Intelligence Scale ◽  
Visual Motor Integration ◽  
Integration Test ◽  
Developmental Test ◽  
Two Measures ◽  
Visual Motor ◽  
The Relationship ◽  
Pearson Correlations

Previous studies have indicated that scores on the Developmental Test of Visual Motor Integration correlate higher with Performance than Verbal and Full Scale IQs of the Wechsler Intelligence Scale for Children-Revised. WISC–III and Visual Motor Integration—3R scores from 99 boys and 46 girls ranging in age from 6 to 16 years were obtained by certified school psychologists to study the relationship between the two measures. Participants were drawn from six suburban Chicago school districts, two being very affluent. These Pearson correlations for standard scores ranging from .34 to .57 and following previous research, were ranked from highest to lowest and then transformed into an approximately normal Z statistic using Fisher Z. The highest correlation was compared to the next highest and so on, which yielded significant differences. Only four comparisons had to be made.

Correlation for Scores on Revised Test of Visual-Motor Integration and Copying Test in a South African Sample

1991 ◽  
Vol 73 (1) ◽  
pp. 225-226 ◽  
Author(s):  
Handré J. Brand
Keyword(s):  
Preschool Children ◽  
South African ◽  
Visual Motor Integration ◽  
Developmental Test ◽  
Visual Motor ◽  
African Sample

A statistically significant correlation of 0.618 was obtained between scores from 62 preschool children on the Revised Developmental Test of Visual-Motor Integration and the Copying Test. Merely 38% of Copying Test variance was associated with changes in Test of Visual-Motor Integration variance, so in practice these tests should not be substituted for one another.

Relationship between body functions and Arabic handwriting performance at different acquisition stages

2018 ◽  
Vol 85 (5) ◽  
pp. 418-427 ◽  
Author(s):  
Abeer Salameh-Matar ◽  
Naser Basal ◽  
Naomi Weintraub
Keyword(s):  
Motor Coordination ◽  
Fourth Grade ◽  
Arabic Language ◽  
The Body ◽  
Second Grade ◽  
Cross Sectional ◽  
Visual Motor Integration ◽  
Visual Motor ◽  
The Relationship ◽  
Handwriting Speed

Background. The written languages and handwriting acquisition stages place different demands on the writer. Therefore, the relationship between body functions and handwriting performance may vary in different languages and acquisition stages; yet these demands have not been studied in the Arabic language. Purpose. We examined the relationship between linguistic, visual-motor integration (VMI), and motor coordination (MC) functions and Arabic handwriting at two handwriting acquisition stages. Method. This study used a cross-sectional and correlative design. Second- ( n = 54) and fourth-grade ( n = 59) students performed tasks examining reading, handwriting automaticity, VMI, MC, and copying a text. Findings. Handwriting automaticity significantly explained the variance in handwriting speed in both grades, in addition to the VMI in second grade and the MC in fourth grade. Enhanced performance in the VMI increased the likelihood of having good legibility in second but not in fourth grade. Implications. Similar to other languages, the body functions related to Arabic handwriting vary at the different acquisition stages. Handwriting evaluation should be adjusted to students’ acquisition stage.

The Developmental Test of Visual-Motor Integration—3R and Teachers' Ratings of Written Language

1994 ◽  
Vol 79 (1) ◽  
pp. 371-374 ◽  
Author(s):  
Winston J. Hagborg ◽  
Mary Aiello-Coultier
Keyword(s):  
Socioeconomic Status ◽  
Writing Skills ◽  
Learning Disabled ◽  
Diagnostic Information ◽  
Written Language ◽  
Disabled Children ◽  
Visual Motor Integration ◽  
Developmental Test ◽  
Visual Motor ◽  
The Relationship

For a sample of 73 learning-disabled children, the relationship between scores on the Developmental Test of Visual-motor Integration—3rd Revision and teachers' ratings of writing skills was investigated. After statistically removing the contribution of socioeconomic status, achievement, and intelligence, only handwriting was significantly related to scores on Beery's test. Given the limited diagnostic information provided by the test, psychologists are urged to select other measures in assessing students' writing skills.

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