Abstract
This investigation attempts to determine the effects of a visual-motor training program on the readiness and intelligence of kindergarten children. Three groups of children matched on the basis of intelligence and pre-kindergarten readiness were selected for the study. The experimental group followed prescribed visual-motor training procedures while the control groups were given the traditional kindergarten program. The groups were compared for intelligence and readiness at the end of the year. The results showed no significant differences and suggest that further research is necessary before this visual-motor training program becomes a part of the general kindergarten curriculum.
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