Investigation of the relationship between readability and speed of fine motor performance, visual-motor integration test, and Purdue pegboard test for elementary school students.
Poster Presentation
Paper ID : 1139-12THCONG
Oral / Poster Presentation File: IMG-20201021-WA0002.jpg
Authors
1Allame Tabatabaei University
2Zahra Salman PhD. Physical Education and Sport sciences Department Allameh Tabataba'i University
Abstract
Writing is a complex skill that many factors related to it , one of them is visual-motor control, hand skill, and hand-eye coordination.
The purpose of this study was to investigate the relationship between readability and speed of fine motor performance, visual-motor integration and hand skills of elementary school students in Tehran in the academic year 1398-1989. In this descriptive-analytic ( correlation ) study, 60 female students (mean age 8.12 ± 0.21 years) were randomly selected from one of the elementary schools in Tehran. Fine motor performance legibility, fine motor performance speed, visual-motor integration, and hand skills were investigated through a researcher-made handwriting checklist, timer apparatus, visual-motor integration test , and Purdue pegboard test , And Finally, the data were analyzed by correlation statistical tests and regression. Results showed that there was a significant correlation between readability and speed of fine motor performance, visual-motor integration and hand skills of elementary school students (P <0.05)
More precisely, there is a relationship between indicators of readability and speed of fine motor performance of handwriting with visual-motor integration and right and left hand skills of elementary school students.
This study confirmed that the visual-motor integration and hand skills of elementary school students had a high impact on the readability of the fine motor performance of elementary school students.
Teachers, educators, and therapists are advised to use visual-motor integration and eye-hand coordination strategies in addition to other methods in their educational and therapeutic programs, and teach the students to perform fine motor skills and diverse hand performance such as writing and so on. It is also suggested that Introductory-written skills be taught to primary school students in order to prevent possible handwriting disorders.
The purpose of this study was to investigate the relationship between readability and speed of fine motor performance, visual-motor integration and hand skills of elementary school students in Tehran in the academic year 1398-1989. In this descriptive-analytic ( correlation ) study, 60 female students (mean age 8.12 ± 0.21 years) were randomly selected from one of the elementary schools in Tehran. Fine motor performance legibility, fine motor performance speed, visual-motor integration, and hand skills were investigated through a researcher-made handwriting checklist, timer apparatus, visual-motor integration test , and Purdue pegboard test , And Finally, the data were analyzed by correlation statistical tests and regression. Results showed that there was a significant correlation between readability and speed of fine motor performance, visual-motor integration and hand skills of elementary school students (P <0.05)
More precisely, there is a relationship between indicators of readability and speed of fine motor performance of handwriting with visual-motor integration and right and left hand skills of elementary school students.
This study confirmed that the visual-motor integration and hand skills of elementary school students had a high impact on the readability of the fine motor performance of elementary school students.
Teachers, educators, and therapists are advised to use visual-motor integration and eye-hand coordination strategies in addition to other methods in their educational and therapeutic programs, and teach the students to perform fine motor skills and diverse hand performance such as writing and so on. It is also suggested that Introductory-written skills be taught to primary school students in order to prevent possible handwriting disorders.
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