Abstract
This paper suggests that the use of a single visual-motor test, (here, the Winter Haven Perceptual Forms Test) as a screening device for visual-motor difficulties in the first grade is questionable. The contamination or alteration in performance on this particular instrument possible through the auditory mode is outlined. It is suggested that many of the gains seen in visual-motor training programs may be due to improved auditory functioning rather than improved efficiency in visual-motor coordination.
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