The Effects of Special Perceptual-Motor Training in Kindergarten on Reading Readiness and on Second Reading Grade Performance

Abstract

This study represents an attempt to test the efficacy of providing special perceptual-motor training as part of the general kindergarten curriculum. Children falling within the lower two-thirds of their group on a test of readiness were randomly assigned to an experimental or control group. The groups were compared for readiness for reading at the end of the year and reading achievement at the end of the second grade. The results showed no significant differences and suggest that the relevance of providing such special training as part of the general curriculum for “non-clinical” groups must be seriously questioned.