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Bender-Gestalt developmental scores: predicting reading and mathematics achievement
Insights
Children of low birthweight showed lower academic achievement and intelligence. The Bender-Gestalt test was more effective in predicting reading and math skills for this group compared to normal birthweight children.
Area of Science:
- Developmental Psychology
- Pediatric Neuropsychology
- Educational Psychology
Background:
- Low birthweight is associated with potential developmental challenges.
- Understanding predictors of academic achievement in low birthweight children is crucial for early intervention.
- Perceptual-motor skills and intelligence are key factors in academic success.
Purpose of the Study:
- To investigate the predictive utility of perceptual-motor skills and intelligence on academic achievement in children of low birthweight.
- To compare the academic performance and cognitive abilities of low birthweight children with normal birthweight peers.
- To assess the effectiveness of the Bender-Gestalt test in predicting reading and mathematics achievement.
Main Methods:
- Comparative study of two groups of children (low birthweight vs. normal birthweight), aged 6-12 years.
- Utilized Bender-Gestalt test for perceptual-motor assessment.
- Administered Wide Range Achievement Test (WRAT) for reading and mathematics scores.
- Assessed intelligence using Wechsler Intelligence Scale for Children-Revised (WISC-R) Full Scale IQ.
Main Results:
- Children of low birthweight demonstrated significantly lower Bender-Gestalt scores, reading achievement, and IQs compared to normal birthweight children.
- Bender-Gestalt scores showed greater predictive power for academic achievement in the low birthweight group.
- Intelligence (WISC-R IQ) was also a significant factor, but Bender scores offered unique predictive value.
Conclusions:
- Perceptual-motor deficits, as measured by the Bender-Gestalt test, are more strongly linked to academic underachievement in low birthweight children.
- The Bender-Gestalt test serves as a valuable tool for identifying at-risk low birthweight children needing academic support.
- Early identification and intervention focusing on perceptual-motor development may improve academic outcomes for children born with low birthweight.
Abstract:
This study examined the relative importance of perceptual-motor processes and intelligence in predicting reading and mathematics achievement of children of low birthweight. Subjects were two groups of 153 children, ages 6 to 12 years, of either low (3 lb. or below, n = 72) or normal birthweight (n = 81) who participated in a comparative study on sequelae of children of low birthweight. To examine the utility of the Bender-Gestalt test in predicting academic achievement, Bender developmental scores, WRAT reading and mathematics scores, and WISC-R Full Scale IQs from both groups were compared and then intercorrelated separately. The mean comparisons indicated that children of low birthweight scored significantly lower on both Bender scores and reading achievement and had lower IQs than those of normal birthweight. Bender scores also appeared to have more utility for predicting reading and mathematics achievement for children of low birthweight than for those of normal birthweight.