A longitudinal study: concerning sensory-motor functioning in preschool and educational achievement in grades 1 and 2

Two hundred and thirty-eight preschool children were divided into four groups according to the method of referral. Chi-square analysis following a clinical examination in the preschool showed highly significant differences between the groups, particularly in proprioceptive, vestibular and related functioning. Achievement and classroom behaviour in Grade 1, examined in a structured teacher interview, showed highly significant differences between the groups in general performance, english, mathematics, general knowledge and behavioural characteristics. Formal educational assessment in Grade 2 indicated a similar pattern, except that children referred by guidance and medical officers (group 4) deteriorated, and randomly sampled children with vestibular and proprioceptive dysfunction on the preschool examination (group 2) improved.