Abstract
The Developmental Test of Visual-Motor Integration, the Wide Range Achievement Test, and the Student's Perception of Ability Scale were administered to 70 learning disabled and 73 normally achieving grade-3 children who had been stratified on full-scale WISC-R IQ scores. WISC-R Verbal-Performance differences, Wide Range Achievement Test, and Student's Perception of Ability scores all differentiated between the two groups, but significant differences were not obtained for visual-motor integration skills. The results are discussed in terms of conducting research with samples matched on IQ and the importance of remedial procedures focusing on verbal, cognitive, and affective development.
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