Study of Horizontal Line-Mazes

Abstract

Data from 240 right-handed children, 24 of each sex from each of Grades K to 4, were tested to examine relationships between their performance on four horizontal line-maze tasks, the Children's Embedded Figures Test, the Left-Right Identification Scale, and their total reading score from the Iowa Test of Basic Skills. Results from a stepwise multiple linear regression indicated that, at Grade 4, the line-maze task requiring Left hand tracing from right-to-left contributed significantly to the multiple correlation predicting reading achievement and that the combination of this task with the Children's Embedded Figures score predicts reading achievement better than they do individually. Results from a 2 × 5 factorial analysis between sex and grade for each line-maze task indicated an increasing developmental progression for all line-maze tasks.