No significant relationships between the selected visual perceptual, visual motor, and inter-sensory integration skills and reading achievement after controlling for the effects of performance on verbal-based tests of intellectual efficiency were expected for 30 boys and 30 girls, each randomly selected from Grades 2 and 4. 15 significant rs between performance on the Frostig Test of Visual Perception and reading achievement were obtained. Every r became nonsignificant after controlling for performance on the verbally based tests. The findings supported the hypotheses.
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