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The Effect of Perceptual-Motor Training Achievement on Reading Clarence C. McCormick N. Schnobrich Janice S. Willard Footlik is C. KEPHART has achievement and It experience.2 NEWEL are that that children argue many presumed adequate, early sensory- basic readi- result in an school the motor entering lacking experiences organiz- central ness skills essential for the ation of the nervous optimal system which is for of skills adequate learning high-level cognitive necessary per- such as and He which in is, turn, reading writing. ~ ceptual functioning out that these readiness skills essential for func- points adequate cognitive are skills 3 Similar been have essentially perceptual-motor tioning. arguments and infers that the most stated Carl Delacato and adequate by by Frostig for these deficiencies would be remedy a constructed so as to allow program 2Barbel Inhelder and The the child to these Jean Piaget, opportunity develop Growth in the Child Early of Logic (New in skills. The this of emphasis type York: and Harper Row, 1946); Jean Piaget, is the motoric of on training aspects The in Children Origins of Intelligence (New The basic reason for York: Universities development. International Press, this is that intellectual func- Heinz Werner, 1952); Comparative Psycho- emphasis
Academic Therapy – SAGE
Published: Mar 1, 1969
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