知觉运动测试与认知能力测试相结合对一年级儿童进行阅读分组的调查
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PREDICTING READING ACHIEVEMENT IN DISADVANTAGED CHILDREN
185
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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
JERRY R.
THOMAS AND
BRAD
S.
CHISSOM
Georgia Southern College
Relationships among mental and motor variables have been investigated on the
assumption that they comprise the perceptual-motor process and that the two
domains (mental and motor) integrate to determine the total development of chil-
dren. Some specific aspects of the perceptual-motor process that closely relate
to
reading readiness and other cognitive abilities have been identified by various
authors. Frostig (1964) and Kephart (1960) have identified form discrimination
and visual-motor matching tasks as basic to the development of reading readiness.
In a previous investigation, Thomas and Chissom (1972a) obtained results in agree-
ment with earlier research by Chang and Chang (1967), Chissom (1971), and Singer
and Brunk (1967) that indicated that the relationship between perceptual-motor
and reading or cognitive abilities was more predictive for the young child. This
relationship appears to decrease as age increases because of specificity of the tasks
involved in the two domains. Fine eye-motor coordination also has been identified
as
a
predictor of reading and cognitive development in young children (Chissom,
1971; Ismial
&
Gruber, 1967; Thomas
&
Chissom, 1972a).
Since form discrimination, visual-motor match, and fine eye-hand coordination
have been identified as significant aspects for the identification
of
children with
reading problems, the authors have developed a test designed to discriminate among
reading levels. This test, the Shape-0 Ball Test, has been shown to be an effective
predictor of general academic ability (Chissom
&
Thomas, 1972; Thomas
&
Chissom,
1972a). In addition, research has indicated the Shape-0 Ball Test to be as effective
as
the Frostig Development Test
of
Visual Perception (1964) in predicting general
academic abilities (Thomas
&
Chissom, 1972b).
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