Citation

Goldstein DJ, Britt TW. Percept. Mot. Skills 1994; 78(3): 819-823.

Affiliation

Department of Pediatrics, Bowman Gray School of Medicine, Wake Forest University, Winston-Salem, NC 27157.

Copyright

(Copyright © 1994, SAGE Publishing)

DOI

unavailable

PMID

8084697

Abstract

Previous research on the relationship between visual-motor coordination and academic achievement has been equivocal and has frequently not included controls for the effect of intelligence on achievement. In the present study, scores on three tests of children's visual-motor coordination correlated moderately to highly with scores on a test of reading, mathematics, and written language for a sample of 44 elementary school children referred for learning difficulties. Multiple regression analyses indicated that visual-motor coordination scores accounted for little unique achievement test score variance when IQs were included in the equations.

Language: en