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July2005 Vol.42 Issue:        2        Table of Contents
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Follow-up Study of Learning Abilities of Elementary School Children with Good and Poor Perceptual Motor Skills Performance: Part II

Abdul-Kader F1, Ola A Shawky1, El-Behary2
Departments of Neuropsychiatry1, Psychology, Faculty of Education2, Assiut University


Learning disability is one of many developmental disorders that concerns families, educators, psychologists, neurologists and others. This study was designed to follow-up second grade elementary school children through fourth grade and correlate their learning abilities at the end of each year with their perceptual motor skills performance (which was done in part I at the beginning of the study). Children were evaluated neurologically to exclude children with motor or sensory impairment. Wechsler Intelligence scale for children (WISC) was done for all children. Learning abilities were assessed every year for three successive years (1999-2002) by school records, teacher rating and Wide Range Achievement Test (WRAT) raw scores for reading, spelling and arithmetic. At the end of each academic year children were looked for class repetition. Children with low and high scores in hand stability (time and errors) and simple reaction time did not significantly differ in any of the learning parameters in the successive academic years. Children with higher performance in coin sorting, hand dexterity, finger tapping and eye tracking were significantly higher than children with lower performance in all learning parameters in the three successive academic years. Children with class repetition were significantly impaired in coin sorting, hand dexterity and eye tracking in the three successive years.

(Egypt J. Neurol. Psychiat. Neurosurg., 2005, 42(2): 407-415).


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