Faculty of Health Sciences, Centre for Community Health Studies (ReaCH), Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia.
Faculty of Health Sciences, Centre for Rehabilitation & Special Needs Studies (iCaReRehab), Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia.
PLoS One. 2021 Mar 3;16(3):e0246846. doi: 10.1371/journal.pone.0246846. eCollection 2021.
Visual-motor integration (VMI) is related to children's academic performance and school readiness. VMI scores measured using the Beery-Bucktenicka Developmental Test of Visual-Motor Integration (Beery-VMI) can differ due to differences in cultural and socioeconomic backgrounds. This study compared the VMI scores of Malaysian preschoolers with the corresponding US norms and determined the association between their VMI scores and socioeconomic factors. A cross-sectional study was conducted among 435 preschoolers (mean age: 5.95±0.47 years; age range: 5.08-6.83 years) from randomly selected public and private preschools. VMI scores were measured using Beery-VMI in the preschools' classrooms. Information on the socioeconomic characteristics of the preschoolers was obtained using a parent-report questionnaire. One sample t-test was used to compare their VMI scores with the corresponding US norms. Multivariate logistic regression models were used to explore the influence of socioeconomic factors on the preschoolers' VMI scores. Overall, Malaysian preschoolers' VMI performance was similar to the US standardized norms (p>0.05). Children from low-income families were twice likely to obtain lower than average VMI scores than those from higher-income families (OR = 2.47, 95%CI 1.05, 5.86). Children enrolled at public preschools were more likely to obtain a lower than average VMI score than those who enrolled at private preschools (OR = 2.60, 95%CI 1.12, 6.06). Children who started preschool at the age of six were more likely to obtain lower than average VMI scores than those who started at an earlier age (OR = 4.66, 95%CI 1.97, 11.04). Low maternal education level was also associated with lower than average VMI score (OR = 2.60, 95%CI 1.12, 6.06). Malaysian preschoolers' Beery-VMI performance compared well to their US counterparts. Some socioeconomic factors were associated with reduced VMI scores. Those from disadvantaged socioeconomic backgrounds are more likely to have reduced VMI performance, potentially adversely affecting their school readiness, cognitive performance, and future academic achievements.
视动整合能力（VMI）与儿童的学业表现和入学准备有关。使用比耶里-布克蒂纳卡视觉运动整合发展测验（Beery-VMI）测量的 VMI 分数可能因文化和社会经济背景的差异而有所不同。本研究比较了马来西亚学龄前儿童的 VMI 分数与相应的美国标准，并确定了他们的 VMI 分数与社会经济因素之间的关系。一项横断面研究在随机选择的公立和私立幼儿园的 435 名学龄前儿童（平均年龄：5.95±0.47 岁；年龄范围：5.08-6.83 岁）中进行。在幼儿园的教室里使用 Beery-VMI 测量 VMI 分数。使用家长报告问卷获得有关学龄前儿童社会经济特征的信息。使用单样本 t 检验比较他们的 VMI 分数与相应的美国标准。使用多变量逻辑回归模型探讨社会经济因素对学龄前儿童 VMI 分数的影响。总体而言，马来西亚学龄前儿童的 VMI 表现与美国标准化标准相似（p>0.05）。来自低收入家庭的儿童获得低于平均 VMI 分数的可能性是来自高收入家庭的儿童的两倍（OR=2.47，95%CI 1.05，5.86）。入读公立幼儿园的儿童比入读私立幼儿园的儿童更有可能获得低于平均的 VMI 分数（OR=2.60，95%CI 1.12，6.06）。6 岁开始上幼儿园的儿童比更早开始上幼儿园的儿童更有可能获得低于平均的 VMI 分数（OR=4.66，95%CI 1.97，11.04）。母亲的教育水平较低也与低于平均的 VMI 分数有关（OR=2.60，95%CI 1.12，6.06）。马来西亚学龄前儿童的 Beery-VMI 表现与美国同龄人相当。一些社会经济因素与较低的 VMI 分数有关。那些来自弱势社会经济背景的人更有可能表现出较低的 VMI 能力，这可能会对他们的入学准备、认知表现和未来的学业成绩产生不利影响。
