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A sensorimotor program for improving writing readiness skills in elementary-age children
1Grant Wood Area Education Agency, Cedar Rapids, Iowa.
Summary
A writing readiness program combining occupational therapy and supplementary support significantly improved skills in children aged 5-7. Children with IQ discrepancies showed substantial growth, while boys with mental retardation gained more than girls.
Area of Science:
- Pediatric Occupational Therapy
- Child Development
- Educational Psychology
Background:
- Writing readiness is crucial for academic success.
- Early intervention programs can address developmental delays.
- Integrated approaches may enhance program efficacy.
Purpose of the Study:
- To evaluate a writing readiness program for children aged 5-7.
- To assess the program's impact on visual-motor integration skills.
- To explore differential effects based on cognitive profiles.
Main Methods:
- A writing readiness program integrating occupational therapy and supplementary support was implemented.
- The Developmental Test of Visual-Motor Integration-Revised (Beery, 1982) assessed skills pre- and post-intervention.
- Participants were divided into groups based on IQ and verbal-performance discrepancies.
Main Results:
- Children with significant verbal-performance IQ discrepancies ( > 15 points) demonstrated an average 17-month advancement in writing readiness skills within one year.
- A notable sex effect was observed in the group with mental retardation (IQ < 80), with boys exhibiting greater skill gains than girls.
- The integrated program showed positive outcomes across different cognitive profiles.
Conclusions:
- The combined occupational therapy and supplementary program effectively enhances writing readiness skills in young children.
- Specific cognitive profiles, such as IQ discrepancies, may influence treatment response.
- Further research is warranted to explore sex-based differences in intervention outcomes for children with mental retardation.