Marr Deborah, Cermak Sharon
Department of Occupational Therapy, Utica College of Syracuse University, Utica, NY 13502, USA.
Percept Mot Skills. 2002 Oct;95(2):661-9. doi: 10.2466/pms.2002.95.2.661.
The purpose of this study was to examine use of the Developmental Test of Visual-Motor Integration in predicting handwriting performance of early elementary students and the contribution of sex. An additional purpose was to examine whether successful completion of the first nine figures or the oblique cross from the test predicted handwriting. 101 children were tested at the beginning of their kindergarten year and again in the middle of the first-grade year on the Scale of Children's Readiness In PrinTing (SCRIPT). The VMI kindergarten scores did not significantly predict first-grade SCRIPT scores for the sample as a whole. When boys and girls were considered separately. VMI scores predicted handwriting SCRIPT scores for girls, but accounted for only 10% of the variance. Successful performance on the first nine VMI figures was significantly associated with handwriting for girls but not boys, while the oblique cross did not significantly predict handwriting performance. These results do not provide clear support for administration of the Developmental Test of Visual-Motor Integration during kindergarten as a tool to identify children at risk for handwriting difficulties.
本研究的目的是检验视觉 - 运动整合发展测试在预测小学低年级学生书写表现方面的作用以及性别的影响。另一个目的是检验该测试中前九个图形或斜十字的成功完成情况是否能预测书写。101名儿童在幼儿园入学之初以及一年级年中接受了儿童书写准备量表（SCRIPT）测试。总体而言，视觉 - 运动整合发展测试的幼儿园得分并不能显著预测一年级的SCRIPT得分。当分别考虑男孩和女孩时，视觉 - 运动整合发展测试得分能预测女孩的书写SCRIPT得分，但仅解释了10%的方差。视觉 - 运动整合发展测试前九个图形的成功完成情况与女孩的书写显著相关，与男孩则不然，而斜十字并不能显著预测书写表现。这些结果并未明确支持在幼儿园阶段进行视觉 - 运动整合发展测试，以此作为识别有书写困难风险儿童的工具。
