Drawing performance in prediction of special learning difficulties of kindergarten children

Recent experimental studies indicate the importance of drawing process in determining the final shape of the drawn product. Emphasis has been given on short-term and working memory, visual perception, visuospatial encoding, planning, sequencing, and depiction of the third dimension. The above prerequisites are also necessary for the acquisition of reading and spelling. The aim of the present study was to investigate the prereading and drawing abilities of kindergarten children. 20 boys and girls were selected from 1,237 kindergarten children, based on their performance on a set of drawing tasks. The drawings were used as tools to indicate the conditions under which deficiencies in the cognitive system become apparent. Those 20 children and 20 matched controls were again tested during their first three years in primary school. The reassessment on the first and third year included tasks on drawing as well as on reading and spelling (speed and accuracy) based on the curriculum. The results showed an effect of the same cognitive factors in both areas of knowledge. The cognitive deficiencies observed across tasks focused on the children's information processing and were apparent in both symbolic systems.