Solan H A, Mozlin R
J Am Optom Assoc. 1986 Jan;57(1):28-35.
This study lends further support to the additive nature of perceptual-motor skills and their correlation with reading. Using multivariate analysis, the investigation quantifies the extent to which success in readiness and reading in kindergarten and grades one and two is related to perceptual-motor organization. In addition to establishing concurrent validity, the results support the hypothesis that perceptual skills in kindergarten predict reading proficiency at the end of grade one. Perceptual skills play a significant role in learning to read in the primary grades. Beyond grade two, however, when cognitive and language skills appear to have a greater influence in normal children, perceptual organization remains a necessary but not a significant condition for learning.
这项研究进一步支持了感知运动技能的累加性质及其与阅读的相关性。通过多变量分析，该调查量化了幼儿园以及一、二年级准备阶段和阅读方面的成功与感知运动组织的相关程度。除了确立同时效度外，研究结果还支持了以下假设：幼儿园阶段的感知技能能够预测一年级末的阅读熟练度。感知技能在小学低年级的阅读学习中发挥着重要作用。然而，在二年级之后，当认知和语言技能对正常儿童似乎有更大影响时，感知组织仍是学习的必要条件，但并非重要条件。
