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Vol.
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Visuo-Spatial Memory Test,
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Available for research purposes from the
The Bender-Gestalt: A review and
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Psychological Bulletin,
Test designed to discover potential reading difficulty at the six-year-old level.
Per-
The Bender-Gestalt Test
for
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New York: Grune
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II:
Research and applications
Performance of retarded readers on the Memory-for-Designs
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Creative production and developmental age in disadvantaged
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(Rev. Ed.), Highland Park,
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Author,
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Cross-cultural developmental performance of Navajo children
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Memory-for-Designs Test-Revised General Manual.
EFFECTS
OF
RACE AND SOCIAL CLASS
ON
PRESCHOOL
PERFORMANCE
ON
THE DEVE1,OPMENTAL
TEST
OF
VISUAL-MOTOR INTEGRATION
ROY
MARTIN
AND
TREVOR
SEWELL
JOHN MANNI
Temple University Lehigh University
The visual-motor integration of preschool children who varied in terms of race,
sex, and socioeconomic
status
was assessed using the Beery-Buktenica Test
of
Visual-Motor Integration (VMI). An analysis of covariance revealed that
there were significant main effects for race, sex, and socioeconomic status.
Since, at the three- and four-year level, the VMI was normed only on white
suburban children, the results of this study seemed to indicate the need
for
norms
for
black children at the preschool level. Thus, the second part of this
paper reports normative data for black preschool children on the VMI.
If
a school psychologist or any psychoeducational specialist is interested in
assessing the visual-motor integration of preschoolers, he/she is limited to a very
few instruments.
A
widely used instrument for this purpose
is
the Developmental
Test
of
Visual-Motor Integration (VMI) (Beery
&
Buktenica,
1967).
This in-
strument, however, has several weaknesses when used with the preschool popula-
tion. First, the norm samples for the preschool age levels are very small; norms
are based on
28
subjects at the three-year level and
56
subjects at the four-year
level. Further, the subjects chosen for the norm sample were not representative
of
the population at largc, nor were norms
of
different racial or socioeconomic
groups developed. The three- and four-year norm samples of the VMI were selected
from one suburban area.
Requests
for
reprints should be sent to Roy Martin, Dept. of School Psychology, Division of
Educational Psychology, Temple University, Philadelphia,
PA
19122.
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