The correlations of perceptual-motor maturation to readiness and reading in kindergarten and the primary grades.

摘要: This study lends further support to the additive nature of perceptual-motor skills and their correlation with reading. Using multivariate analysis, investigation quantifies extent which success in readiness reading kindergarten grades one two is related organization. In addition establishing concurrent validity, results hypothesis that perceptual predict proficiency at end grade one. Perceptual play a significant role learning read primary grades. Beyond two, however, when cognitive language appear have greater influence normal children, organization remains necessary but not condition for learning.