The child with visual-perceptual-motor problems probably will perform poorly on intelligence, achievement, and readiness test items assuming or demanding visual-perceptual skills and integration of these with motor skills. Unfortunately for this child, these tests contain many such items and require visual-perceptual-motor skills to deduce meaning from the format and to carry out the directions given. While such tests do measure the child's current performance, they apparently can be used as predictors of academic achievement only if therapeutic intervention does not take place.
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