Exploratory study of some aspects of identifying and treating speaking and reading problems of eight and nine year olds by a psycho-neurological approach
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Statement of the Problem: The first learnings of the human organism are movements. Physical and mental activities are closely related. Therefore, motor activities play a major role in intellectual development. The general movement patterns needed by children sometimes do not develop without guidance. The purpose of this study was to organize and teach motor-perceptual activities in ways which aided neurological development. The primary concern was whether this kind of program would benefit children of average achievement as well as those with low achievement. Methods and Procedures Used: Patterns of movement were taught in sequential order based on stages of child development. Third grade pupils in a regular classroom at Jefferson School, La Crosse, Wisconsin were involved in the study. All activities were taught by the classroom teacher who was also the investigator. Mental maturity, achievement, silent and oral reading, and motor-perceptual tests were given preceding and following the study to measure progress that was made. Summary of Findings: In a relatively short time oral reading and comprehension improved beyond the investigator's expectation. Children with average or above average achievement, as well as those with below average achievement, benefited from motor-perceptual training. Psychological and physiological changes were evident.