Sage Journals: Discover world-class research

Abstract

Kindergarten children (N = 39) were administered 4 perceptual-motor tests and 2 academic measures in order to assess the relationship among the perceptual-motor tests and between the perceptual-motor and academic tests. Results indicated that the Shape-0 Ball Test and Frostig test were highly correlated and were good predictors of the academic measures. The dynamic balance task (stabilometer) correlated moderately with the Shape-O Ball Test, the Frostig, and the academic criteria. The Oseretsky tests did not correlate significantly with any of the other measures. Stepwise multiple correlation indicated that combining the perceptual-motor tests slightly increased their ability to predict each of the academic criteria.

Get full access to this article

View all access options for this article.

References

Chang

T. M.

, & Chang

V. A.

Relationship of visual-motor skills and reading achievement. Perceptual and Motor Skills, 1967, 24, 51–53.

Chissom

B. S.

A factor analytic study of the relationship of motor factors to academic criteria for the first- and third-grade boys. Child Development, 1971, 42, 1133–1143.

Chissom

B. S.

, & Thomas

J. R.

Comparison of factor structures for the Frostig Developmental Test of Visual Perception. Perceptual and Motor Skills, 1971, 33, 1015–1019. (a)

Chissom

B. S.

, & Thomas

J. R.

Multivariate validity of the Otis-Lennon Mental Ability Test Primary I Level. Educational and Psychological Measurement, 1971, 31, 991–993. (b)

Chissom

B. S.

, & Thomas

J. R.

Relationship between perceptual-motor and academic measures for disadvantaged preschool children. Perceptual and Motor Skills, 1973, 36, 152–154.

Chissom

B. S.

Thomas

J. R.

, & Biasiotto

Canonical validity of perceptual-motor skills for predicting an academic criterion. Educational and Psychological Measurement, 1972, 32, 1095–1098.

Doll

E. A.

(Ed.) The Oseretsky Tests of Motor Proficiency. Circle Pines, Minn.: American Guidance Service, 1946.

Kephart

N. C.

The slow learner in the classroom. Columbus, O.: Merrill, 1960.

Maslow

Frostig

Lefever

D. W.

, & Whittlesey

J. R. B.

The Marianne Frostig Developmental Test of Visual Perception, 1963 standardization. Perceptual and Motor Skills, 1964, 19, 463–499. (Monogr. Suppl. 2-V19)

10.

Otis

A. S.

, & Lennon

R. T.

Otis-Lennon Mental Ability Tests. New York: Harcourt, Brace, World, 1967.

11.

Rarick

G. L.

Basic components in the motor performance of children six to nine years of age. Paper read at national convention of AAHPER, Minneapolis, 1973.

12.

Safrit

M. J.

Evaluation in physical education. Englewood Cliffs, N. J.: Prentice-Hall, 1973.

13.

Singer

R. N.

Motor learning and human performance. London: Macmillan, 1968.

14.

Thomas

J. R.

, & Chissom

B. S.

Relationships as assessed by canonical correlation between perceptual-motor and intellectual abilities for preschool and early elementary age children. Journal of Motor Behavior, 1972, 4, 23–29.

15.

Thomas

J. R.

, & Chissom

B. S.

An investigation of the combination of a perceptual-motor test and a cognitive ability test for the purpose of classifying first-grade children into reading groups. Psychology in the Schools, 1973, 10, 185–189. (a)

16.

Thomas

J. R.

, & Chissom

B. S.

Note on the factor structure of the Frostig Developmental Test of Visual Perception. Perceptual and Motor Skills, 1973, 36, 510. (b)

17.

Thomas

J. R.

, & Chissom

B. S.

Relationship between teacher ratings and objective tests of aptitude for early elementary school children. Measurement and Evaluation in Guidance, 1973, 6, 54–56. (c)

Relationships among Perceptual-Motor Measures and their Correlations with Academic Readiness for Preschool Children

Abstract

Get full access to this article

References