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The development of handwriting in young childrenJanuary 2019 (has links)
archives@tulane.edu / Despite the increasing use of keyboards in the classroom, handwriting is still considered a fundamental skill that young children need to master to succeed in most areas of the elementary school curriculum. Children’s school readiness is determined by an array of cognitive, perceptual, and motor abilities that provide the foundation for academic success. These foundational abilities must be integrated for efficient handwriting and a failure of this integration predicts later academic achievement. When children begin writing, they develop from producing incoherent lines to producing letters that are more common in their language or are found in their names. Children must then learn to produce the remaining letters in their alphabet to become proficient writers. The process that children use to master the letters of an alphabet is not well understood. Previous research has focused primarily on the production of handwriting as a single skill, yet the production of handwriting entails a process in which children must integrate visual, fine motor, and basic reading skills to produce letters and words. The process of handwriting also develops in an environment that is full of letters and words. To date, the literature on handwriting has failed to address the processes that children utilize during handwriting, how these processes change through children’s development, and how the environment children are developing in influences these processes. This dissertation provides a theoretically integrative account of children’s handwriting development. The objectives of this dissertation are to determine the letter frequencies in children’s picture books, determine the opportunities that children are presented to copy letters in handwriting workbooks, measure the influence of change in grade and growth of basic reading skills on children’s visual processing development during handwriting, and measure visual-motor integration during handwriting. The approach to test these objectives is to integrate methods from educational and developmental psychology literatures in a novel series of studies using content analyses of children’s educational resources, head-mounted eye-tracking and academic assessments. By understanding the interaction between cognitive, linguistic, visual, and motor processes, researchers may establish possible mechanisms for the process of children’s development of complex skills, such as handwriting. / 1 / Nicholas E. Fears
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The Development Of Vision And Basic Reading Skills In HandwritingJanuary 2016 (has links)
Handwriting is a fundamental skill that must be acquired early in education for academic success. For example, printing errors made by kindergarten children have been found to predict reading and language achievement in first grade(Simner, 1982). The dynamic interplay of perceptual, motor, and linguistic skills makes handwriting a complex skill that can be challenging for young children to master. In this study, the eye movements of 40 children between the ages of 4 and 8 years of age were analyzed to determine how efficiency in visual-motor coordination develops as they copy letters and words, methods that teachers commonly employ to teach handwriting. These data provide new information about the development of the processes involved in the complex skill of handwriting during the first years of formal education. In the early school years, children become increasingly efficient in how they deploy eye movements as they learn to copy letters. The new methods used here provide a more fine-grained assessment tool to measure visual perception during handwriting and offer a more systematic approach for identifying potential sources of errors made by young children as they learn to write. / Nicholas E Fears
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The relationship between object-control skills, visual-motor integration and gender of grade 1-learners : the NW-CHILD study / Wilmarié du PlessisDu Plessis, Wilmarié January 2014 (has links)
Visual-motor integration, visual perception and motor co-ordination contribute to successful academic, school and career life. Literature also indicates that delays in the skills in above mentioned abilities could lead to delays in the mastering of object control skills. Furthermore, due to the developing needs of South Africa, there is a range of socio-economic challenges, and the effects on the above mentioned skills seem to lack development. Due to the possible effect that visual skills can have on academic performance, it seems important to further investigate the effect it may have on sport skills as well.
The aim of this study was firstly, to determine the effect of gender differences and school types associated with different socio-economic conditions on the visual-motor integration, visual perception and motor co-ordination abilities of Grade 1 boys and girls in the North West Province of South Africa. Secondly, the study aimed to determine the relationship between visual-motor integration, visual perception, motor co-ordination and object control skills of Grade 1-learners in the North West Province of South Africa.
For the purpose of the first objective 816 participants (419 boys and 397 girls) were evaluated and for the second objective, 806 participants (413 boys and 393 girls) were evaluated. The test instrument used to determine the level of the participants’ visual-motor skills was the Developmental Test of Visual-Motor Integration – 4th ed. (VMI-4) which consisted of the visual- motor integration test and two subtests which included visual perception and motor co- ordination. The children’s object-control skills were tested with the Test of Gross Motor Development – 2 (TGMD-2) which is designed to test the gross motor functioning of children from 3 to 10 years old.
The STATISTICA software package (StatSoft, 2013) was used to analyse data. Data was analysed by means of descriptive statistics as well as a variation analyses (ANOVA). ANOVA was used to determine the interaction effect between gender and/or socio-economic status and visual-motor integration, visual perception and motor co-ordination. Independent t-testing was used to determine the effect of gender differences and socio-economic status in visual-motor integration, visual perception and motor co-ordination. Effect sizes (d) were used to calculate practical significance of differences. Two-way frequency tables were used to compare the classifications of the different school quintiles (Quintile 1-3 = schools associated with low socio-economic status and Quintile 4-5 = schools associated with high socio-economic status) among the VMI-4-classes. The Pearson Chi-square was used to indicate the significance of the differences and the level of statistical significance was set at p≤0.05. Furthermore a Spearman rank order correlation was used to determine the correlations among visual-motor integration, visual perception, motor co-ordination, striking a stationary ball, stationary dribble, catch, kick, underhand rolling and overhand throw, and an object control total.
The results revealed that gender had no significant effect on visual-motor integration, visual perception and motor co-ordination within the respective school types associated with different socio-economic conditions. Although there were no significant differences between the boys and girls, statistically significant higher mean scores were found in school types associated with higher socio-economic status (Quintile 4 and 5) with regard to visual-motor integration, visual perception and motor co-ordination. The object control skills total had small and medium correlations with visual- motor integration, visual perception and motor co-ordination. Visual perception had the highest correlation with the object control skills total. These results contribute to our understanding of the influence that visual-motor integration, visual perception and motor co-ordination have on sport skills and more specifically ball sport skills. This knowledge enables researchers to better address problems which present in early years with regard to visual skills, as well as the negative impact which low socio-economic circumstances have on these skills in order to improve academic and sport skills later. / MA (Child Kinetics), North-West University, Potchefstroom Campus, 2015
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The relationship between object-control skills, visual-motor integration and gender of grade 1-learners : the NW-CHILD study / Wilmarié du PlessisDu Plessis, Wilmarié January 2014 (has links)
Visual-motor integration, visual perception and motor co-ordination contribute to successful academic, school and career life. Literature also indicates that delays in the skills in above mentioned abilities could lead to delays in the mastering of object control skills. Furthermore, due to the developing needs of South Africa, there is a range of socio-economic challenges, and the effects on the above mentioned skills seem to lack development. Due to the possible effect that visual skills can have on academic performance, it seems important to further investigate the effect it may have on sport skills as well.
The aim of this study was firstly, to determine the effect of gender differences and school types associated with different socio-economic conditions on the visual-motor integration, visual perception and motor co-ordination abilities of Grade 1 boys and girls in the North West Province of South Africa. Secondly, the study aimed to determine the relationship between visual-motor integration, visual perception, motor co-ordination and object control skills of Grade 1-learners in the North West Province of South Africa.
For the purpose of the first objective 816 participants (419 boys and 397 girls) were evaluated and for the second objective, 806 participants (413 boys and 393 girls) were evaluated. The test instrument used to determine the level of the participants’ visual-motor skills was the Developmental Test of Visual-Motor Integration – 4th ed. (VMI-4) which consisted of the visual- motor integration test and two subtests which included visual perception and motor co- ordination. The children’s object-control skills were tested with the Test of Gross Motor Development – 2 (TGMD-2) which is designed to test the gross motor functioning of children from 3 to 10 years old.
The STATISTICA software package (StatSoft, 2013) was used to analyse data. Data was analysed by means of descriptive statistics as well as a variation analyses (ANOVA). ANOVA was used to determine the interaction effect between gender and/or socio-economic status and visual-motor integration, visual perception and motor co-ordination. Independent t-testing was used to determine the effect of gender differences and socio-economic status in visual-motor integration, visual perception and motor co-ordination. Effect sizes (d) were used to calculate practical significance of differences. Two-way frequency tables were used to compare the classifications of the different school quintiles (Quintile 1-3 = schools associated with low socio-economic status and Quintile 4-5 = schools associated with high socio-economic status) among the VMI-4-classes. The Pearson Chi-square was used to indicate the significance of the differences and the level of statistical significance was set at p≤0.05. Furthermore a Spearman rank order correlation was used to determine the correlations among visual-motor integration, visual perception, motor co-ordination, striking a stationary ball, stationary dribble, catch, kick, underhand rolling and overhand throw, and an object control total.
The results revealed that gender had no significant effect on visual-motor integration, visual perception and motor co-ordination within the respective school types associated with different socio-economic conditions. Although there were no significant differences between the boys and girls, statistically significant higher mean scores were found in school types associated with higher socio-economic status (Quintile 4 and 5) with regard to visual-motor integration, visual perception and motor co-ordination. The object control skills total had small and medium correlations with visual- motor integration, visual perception and motor co-ordination. Visual perception had the highest correlation with the object control skills total. These results contribute to our understanding of the influence that visual-motor integration, visual perception and motor co-ordination have on sport skills and more specifically ball sport skills. This knowledge enables researchers to better address problems which present in early years with regard to visual skills, as well as the negative impact which low socio-economic circumstances have on these skills in order to improve academic and sport skills later. / MA (Child Kinetics), North-West University, Potchefstroom Campus, 2015
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Assessment of visual-motor integration functioning in a selected South African middle childhood sampleLotz, Leslie 12 1900 (has links)
On t.p.: Degree of Masters of Science (Counselling Psychology) / Thesis (MSc)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: During middle childhood, cognitive, social, emotional and self-concept development is of importance,
and prepares the child for the adaptation and challenges awaiting the child in adolescence. Visualmotor
integration is described by various sources as playing an important role in the development of a
child. Visual-motor integration is the child's ability to integrate visual perceptual skills with fine motor
coordination. In order to assess visual-motor integration functioning, the Developmental Test of Visual-
Motor Integration (VMJ) (Beery, 1989) is often applied. Considering visual-motor integration
functioning as an integral part of the drawing task (Harris, 1963), the Goodenough-Harris Drawing
Test (GHD) may also convey important information ofa child's visual-motor integration functioning.
The primary aim of the present study was to determine the status of visual-motor integration
functioning of the selected group of middle childhood children within the South African context, in
order to identify possible delays. Visual-motor integration functioning was determined by the
children's performance on GHD and the VMI. Academic achievement results were also reviewed to
determine the chosen sample's status in this regard. The obtained results were analyzed and
summarized in order to obtain information leading to the fulfillment of the primary aim.
The secondary aim of the present study flows parallel to the primary aim, and was motivated by the
need to discover an effective, child-friendly measurement tool of visual-motor integration, applicable at
a young age, as to gain accurate knowledge of a child's visual-motor integration functioning. The
secondary aim consisted of exploring a) the correlations (if any) between the results of the
Goodenough-Harris Drawing Test (GHD) and the biographical variables of gender, chronological
age and socioeconomic status, b) the correlations (if any) between the results of the Beery
Developmental test of Visual-Motor Integration (VMI) and the above-mentioned variables, c) the
correlations (if any) between academic achievement and the above-mentioned variables and test results,
and d) the correlations (if any) between the VMI and GHD results, in order to compare different tests of
visual-motor integration.
Three hundred and thirty nine participants attending grade one to four in a specific primary school,
took part in this study. The study resulted in various conclusions regarding the status of visual-motor integration functioning, the most relevant being that the selected sample presents with functioning
levels lower than that which is expected for children their age, in their achievement on both the VMI
and the GHD, implying possible visual-motor integration functioning challenges. This finding implies
the need to implement effective intervention programmes in order to address this seemingly evident
delay.
Conclusions regarding the vanous relationships between the test results and certain biographical
variables include the following: It was found that the relationship between socioeconomic status and
childhood development, as reflected by the correlation between socioeconomic status and the GHD,
seems very important in the South African context. When considering gender differences, females
achieved lower scores on both tests applied in the present study than males. Chronological age
correlated significantly with scores on the VMI. It was further shown that visual-motor integration
functioning could have a significant impact on academic achievement.
The VMI and GHD results were compared, in order to compare different tests of visual-motor
integration. High scores on the GHD related significantly to high scores on the VMI. Although the
present study was unable to confirm the superiority of one test, various considerations were discussed
leading to the identification of a child-friendly test of visual-motor integration. The present study
highlights the importance of identifying and addressing developmental delays in general, and visualmotor
integration functioning in specific, in order to ensure the development of middle childhood
children to their complete potential in the South African context. It also underlines the need for
effective, child-friendly assessment tools of visual-motor integration that will ensure the effective
identification of developmental delays. / AFRIKAANSE OPSOMMING: Gedurende middelkinderjare is kognitiewe-, emosionele- en selfbeeldontwikkeling van belang, omdat
dit die kind voorberei vir die verwagte aanpassings en uitdagings tydens adolessensie. Visueelmotoriese
integrasie speel 'n sentrale rol in kinderontwikkeling. Visueel-motoriese integrasie word
beskryf as die kind se vermoë om visueel-perseptuele vaardighede te integreer met fyn-motoriese
koërdinasie, Die VMI (Developmental Test of Visual-Motor Integration, Beery (1989)) word gereeld as
meetinstrument gebruik vir visueel-motoriese integrasie. Omdat visueel-motoriese integrasie 'n sentrale
deel van 'n kind se tekenvaardighede is, is die GHD (Goodenough-Harris Drawing Test) ook toepaslik
om informasie rakende 'n kind se visueel-motoriese integrasie funksionering te bepaal.
Die primêre doel van die huidige studie was om die status van visueel-motoriese integrasie
funksionering van 'n gekose groep kinders in die middelkinderjare binne die Suid-Afrikaanse konteks,
te bepaal. Hierdie doel is bereik deur die toepassing van die VMI en die GHD. Akademiese resultate is
verder in ag geneem. Die analisering van die finale resultate en data het gelei tot belangrike afleidings
rakende die status van die geselekteerde steekproef.
Die sekondêre doel was gemotiveer deur die behoefte om 'n effektiewe, kindervriendelike
meetinstrument van visueel-motoriese integrasie te identifiseer, wat toepaslik is op 'n jong ouderdom,
en akkurate kennis rakende 'n kind se visueel-motoriese integrasie funksionering tot gevolg het. Om
die sekondêre doel aan te spreek, is die volgende ondersoek: a) die korrelasies (indien enige) tussen die
resultate van die GHD en sekere biografiese veranderlikes, naamlik geslag, chronologiese ouderdom en
sosio-ekonomiese status; b) die korrelasies (indien enige) tussen die resultate van die VMI en die
bogenoemde biografiese veranderlikes; c) die korrelasies (indien enige) tussen akademiese resultate en
die bogenoemde veranderlikes en toets resultate; en d) die korrelasies (indien enige) tussen die GHD en
die VMI resultate, ten einde verskillende toetse van visueel-motoriese integrasie te vergelyk.
Die huidige studie dui op vele gevolgtrekkings rakende die status van visueel-motoriese integrasie
funksionering in die geselekteerde steekproef; die mees relevante dat die steekproef funksioneer op 'n
vlak wat laer is as dit wat verwag word vir kinders van hulouderdom. Hierdie gevolgtrekking is gebaseer op die resultate van beide die GHD en die VMI, en impliseer moontlike visueel-motoriese
integrasie agterstande. Hierdie bevinding dui op 'n behoefte vir effektiewe intervensie programme wat
hierdie oënskynlike agterstande sal aanspreek.
Gevolgtrekkings rakende die vele verwantskappe tussen die toetsresultate en sekere biografiese
veranderlikes, sluit die volgende in: kinderfunksionering, soos gereflekteer deur die resultate van die
GHD, is beduidend verwant aan sosio-ekonomiese status. Hierdie verskynsel blyk belangrik te wees in
die Suid-Afrikaanse konteks. Met in agneming van geslagsverskille, het vroulike deelnemers
beduidend swakker resultate in beide die GHD en die VMI as manlike deelnemers getoon.
Chronologiese ouderdom het beduidend met VMI resultate gekorreleer. Laastens het dit ook gevolg dat
visueel-motoriese integrasie, soos reflekteer deur die resultate van beide die VMI en die GHD, 'n
beduidende verwantskap tot akademiese funksionering toon.
'n Vergelyking tussen die resultate van die VMI en die GHD het gelei tot die gevolgtrekking dat
hierdie twee toetse beduidend positief verwant is. Hoë tellings op die GHD het verband gehou met hoë
tellings op die VMI. Alhoewel die resultate van die huidige studie nie die superioriteit van die gebruik
van die een toets bo die van die ander kon bevestig nie, is verskeie oorwegings verder bespreek wat in
ag geneem behoort te word tydens die seleksie van 'n kindervriendelike meetinstrument van visueelmotoriese
integrasie. Die huidige studie is van waarde in die beklemtoning van die belangrikheid om
ontwikkelingsagterstande in die algemeen, en spesifiek in visueel-motoriese integrasie funksionering,
spoedig te identifiseer en aan te spreek. Die uitvoering hiervan mag 'n bydra lewer tot die ontwikkeling
van kinders se potensiaal in die Suid-Afrikaanse konteks. Die studie beklemtoon verder die
belangrikheid van effektiewe, kindervriendelike meetinstrumente van visueel-motoriese integrasie, wat
die identifisering van hierdie ontwikkelingsagterstande sal verseker.
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The standardization of the Beery-Buktenica developmental test of visual-motor integration with supplemental developmental tests of visual perception and motor coordination (4th edition, revised, 1997) on an Eastern Cape population aged 7 years 0 months to 7 years 3 monthsRens, Zona 11 May 2009 (has links)
No description available.
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The validity of the developmental test of visual-motor integration in a selected pre-school sample in the South African contextDunn, Munita 12 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Visual-motor integration is an important neuro-psychological aspect of school readiness.
Developmental deficits in this area can have a detrimental influence on a child's ability to
master reading, writing and arithmetic skills at school entrance level. Visual-motor
integration problems should therefore be detected as early as possible to be able to
implement intervention strategies which will promote visual-motor development. The
study is socially relevant as it corresponds with the South African school policy which
changed to a more integrative, inclusive approach after 1994.
The American standardised Beery Developmental Test for Visual-Motor Integration
(VMI) is widely used as a screening technique for visual-motor abilities by psychologists,
occupational therapists, educators and remedial teachers in South Africa. In order to
determine the predictive validity of the American VMI for a group of South African
subjects, the results of children on the VMI: 1989-norms and VMI: 1997-norms were
compared to their results in the Copying Test of the Junior South African Individual
Scales (JSAIS). Performance on these three tests were also compared with certain
biographical variables as well as teacher ratings of specific academic skills. A
representative sample of 238 pre-school children from the Stellenbosch region were
selected.
According to the obtained results, a significant relationship was found between the results
of the VMI: 1989 and VMI: 1997. The results of both the VMI: 1989 and VMI: 1997
correlated significantly with the results of the Copying Test. Performance in the tests
correlated with chronological age, socio-economic status, as well as teacher ratings of
specific academic skills. The discrepancy between the test performance of the three
ethnic groups, suggests that the rate of the perceptual motor development described by
the VMI developmental norms may be culture-specific.
Considering the overall results of this study, the interchangeability of the Copying Test
and the VMI, especially the VMI: 1997, in clinical use is acceptable in the South African
context. The Developmental Test of Visual-Motor Integration thus offers significant
predictive validity, as well as a valid indication, of the visual-motor integration
development in the sample ofpre-schoolers used. / AFRIKAANSE OPSOMMING: Visueel-motoriese integrasie IS 'n essensiële neuro-sielkundige aspek van
skoolgereedheid. Ontwikkelingsagterstande in hierdie area kan 'n kind se lees-, taal- en
rekenkundige vermoëns nadelig beïnvloed. Probleme ten opsigte van visueel-motoriese
integrasie behoort dus so vroeg as moontlik opgespoor te word sodat remediërende
strategieë geïmplementeer kan word wat visueel-motoriese integrasie bevorder. Die
navorsing is sosiaal relevant deurdat dit aansluit by die skoolbeleid wat sedert 1994 na 'n
meer geïntegreerde, inklusiewe benadering met die akkomodasie van diversiteit, verander
het.
Sielkundiges, arbeidsterapeute, opvoedkundiges en remediërende onderwysers in Suid-
Afrika benut die Amerikaans gestandaardiseerde Beery-Ontwikkelingstoets vir Visueel-
Motoriese Integrasie (VMI) op gereelde grondslag vir die evaluering van visueelmotoriese
vaardighede. Ten einde die voorspellingsgeldigheid te bepaal van die
Amerikaanse VMI vir 'n groep Suid-Afrikaanse toetslinge, is hul prestasies op die VMI:
1989-norms, sowel as die VMI: 1997-norms, met hul prestasies in die Natekentoets van
die Junior Suid-Afrikaanse Individuele Skale (JSAIS) vergelyk. Prestasie in die toetse is
ook met sekere biografiese veranderlikes, sowel as onderwyser-beoordelings van
spesifieke akademiese vaardighede, vergelyk. 'n Verteenwoordigende steekproef van
238 voorskoolse kinders vanuit die Stellenbosch-omgewing is gekies.
Uit die resultate blyk daar 'n beduidende korrelasie tussen die VMI: 1989-resultate en die
VMI: 1997-resultate te wees. Die resultate van beide die VMI: 1989 en VMI: 1997 het
beduidend met dié van die Natekentoets gekorreleer. Prestasie in die toetse het met
kronologiese ouderdom, sosio-ekonomiese status, asook onderwyser-beoordelings van
spesifieke akademiese vaardighede, gekorreleer. Die VMI-prestasies van die drie etniese
groepe het beduidend verskil en die gevolgtrekking kan gemaak word dat die VMI nie as
'n kultuurvrye toets beskou kan word nie. Die gevolgtrekking op grond van die resultate
van die huidige studie blyk dat die VMI, en veral die VMI: 1997, beduidende
voorspellingsgeldigheid by die voorskoolse ondersoekgroep gelewer het en a / ISISHW ANKATHELO: Ukumanya ngokuhamba okubonakalayo kuyinto ebalulekileyo yokulungela ukungena
esikolweni. lintsilelo zenkqubela phambili kulo mba zinganefuthe elibonakalayo
lobugcisa bokufunda emntwaneni, ukubhala nobuchule bezibalo kumgangatho
wokungena esikolweni. lingxaki zokumanya ngokuhamba okubonakalayo kufuneka
ziqatshelwe kuselithuba khon'ukuze kwenziwe amalinge okungenela aya kuthi onyuse
inkqubela phambili yokuhamba okubonakalayo.
I-Beery Development Test yokumanya ngokuhamba okubonakalayo (VMI) isetyenziswa
ngokubanzi njengobugcisa bomkhusane wokuhamba okubonakalayo, ziinzululwazi
zengqondo, iingcali zokunyanga, abefundisi-ntsapho, kwakunye neetitshala ezilungisayo
eMzantsi Afrika, kodwa kusekho impikiswano yokuba olu vavanyo, lubekwe
emgangathweni yiMelika, likhupha iziphumo ezizizo na kwilizwe leentlanga
ezahlukeneyo njengoMzantsi Afrika. Ukuze kufunyanwe ukuba 1-VMI ikhupha iziphumo
ezizizo na kumalungu aseMzantsi Afrika, iziphumo zabantwana kwi-VMI: 1989 nakwi-
VMI: 1997 zathelekiswa neziphumo zabo kwi South African Copying Test. Kuye
kwakhethwa isampulu yabantwana abangama-238 abalungele ukungena esikolweni
kwingingqi yaseStellenbosch.
Kuye kwafunyanwa unxulumano olubalulekileyo phakathi kweziphumo zeVMI: 1989
neze- VMI: 1997. Zozibini iziphumo ze-VMI: 1989 neze- VMI: 1997 ziye zanxulumana
ngokubalulekileyo neziphumo ze-Copying Test. Indlela ekwenziwe ngayo iye
yanxulumana nokulandelelana ngamaxesha obudala ngokunjalo novavanyo lukatitshala
lobugcisa obuthile kwezemfundo. Umahluko wovavanyo phakathi kwendlela
ekuqhutywe ngayo ziintlanga ezintathu, ucebisa ukuba isantya senkqubela phambili
sendlela yokubona echazwe sisithethe senkqubela se-VMI sinokwayama kwimpucuko.
Nakubeni kunjalo, xa sicinga ngeziphumo zonke zesi sifundo, 1-VMI inike uphawu
lenkqubela phambili yokumanya ngokuhamba okubonakalayo kwisampulu yabantwana
abasetyenzisiweyo abalungele ukungena esikolweni.
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Investigating Early Spatial and Numerical Skills in Junior Kindergarten Children Learning in an Inquiry-and Play-based EnvironmentOlver, Ashley 20 November 2013 (has links)
In the current study, three possible interpretations of children’s number line estimation (NLE) performance were examined for appropriateness and possible correlates of performance were tracked over time in a classroom exemplifying recommended mathematics pedagogy for young children. In December and May, 21 4-year-olds completed the NLE task (0-10 range) and measures of numerical knowledge, spatial skills, and visual-motor integration. With high-quality teaching, children made large gains in these skills (d = 0.96-1.28). Due to uniformly high achievement, few expected correlations were observed, however. A strategy account of NLE performance was supported over the traditional logarithmic-to-linear shift account and the newly proposed proportion-judgement account. Patterns of error in estimation provide a better indication of understanding of the linear number line than models of best fit. Indeed, interpreting linearity of NLE as indicative of an underlying representation of number could lead to inappropriate conceptualizations of math learning disabilities and misguided interventions.
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Investigating Early Spatial and Numerical Skills in Junior Kindergarten Children Learning in an Inquiry-and Play-based EnvironmentOlver, Ashley 20 November 2013 (has links)
In the current study, three possible interpretations of children’s number line estimation (NLE) performance were examined for appropriateness and possible correlates of performance were tracked over time in a classroom exemplifying recommended mathematics pedagogy for young children. In December and May, 21 4-year-olds completed the NLE task (0-10 range) and measures of numerical knowledge, spatial skills, and visual-motor integration. With high-quality teaching, children made large gains in these skills (d = 0.96-1.28). Due to uniformly high achievement, few expected correlations were observed, however. A strategy account of NLE performance was supported over the traditional logarithmic-to-linear shift account and the newly proposed proportion-judgement account. Patterns of error in estimation provide a better indication of understanding of the linear number line than models of best fit. Indeed, interpreting linearity of NLE as indicative of an underlying representation of number could lead to inappropriate conceptualizations of math learning disabilities and misguided interventions.
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A Comparison between five and six year old grade 1 children regarding their readiness for acquiring handwriting skillsBekker, Belia Margaretha January 2013 (has links)
This study evolved because of the researcher’s need to inquire whether visualmotor
integration and fine motor coordination contribute to a child’s readiness to
acquire handwriting skills. As school-going age is a controversial topic in the South-
African context, the researcher set out to compare the readiness to acquire
handwriting skills between two groups of Grade 1 children. This study was developed to determine whether a relationship existed between
visual-motor integration and fine motor coordination as part of handwriting
readiness, and acquiring handwriting skills in two age groups namely five-year-old
children and six-year-old children. Initially the characteristics of the two age groups
were determined. This was followed by establishing the level of development for
visual-motor integration, fine motor coordination and handwriting skills in both age
groups as well as comparing the levels of development. The abovementioned was
obtained through the Miller Function and Participation Scales en the Minnesota
Handwriting Assessment. Lastly, the scores for visual-motor integration and fine
motor integration were correlated to the six categories of the Minnesota
Handwriting Assessment.
Both age groups presented with overall age appropriate abilities in visual-motor
integration and fine motor coordination. The six-year-old group did better on all six
of the categories for handwriting in the Minnesota Handwriting Assessment when
compared to the five-year-old group. There was a significant difference (p=0.0049)
between the visual-motor integration scores between the two age groups. No
significant difference between the two age groups was recorded in fine motor
coordination.
A significant negative correlation was detected between visual-motor integration
and the categories of legibility (r=-0.4029), form (r=-0.4300), size (r=-0.4087) and
spacing (r=-0.3832) in the five-year-old group. The six-year-old group presented
with a strong negative correlation between visual-motor integration and the
category of rate (r=-0.3930). When correlating the fine motor coordination score with the categories of the
Minnesota Handwriting Assessment, a strong negative correlation was detected
with the categories of legibility (r=-0.3850) and spacing (r=-0.4697) in the five-yearold
group. The six-year-old group did not present with significant correlations
between fine motor coordination and the six categories of the Minnesota
Handwriting Assessment.
This study confirmed that a relationship exists between visual-motor integration,
fine motor integration and handwriting skills. This relationship was not always clear
and was influenced by different aspects such as age, maturity as well as the
assessment instruments used.
This study focused on only one district in Tshwane, which limited the data. The two
age groups in this study were not matched for gender, ethnicity and handedness. / Dissertation (MOccTher)--University of Pretoria, 2013. / gm2014 / Occupational Therapy / unrestricted
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