Hostname: page-component-77c89778f8-vsgnj Total loading time: 0 Render date: 2024-07-23T10:22:22.463Z Has data issue: false hasContentIssue false
  • English
  • Français

Effect of Motor Programs upon Reading and Spelling Achievement

Published online by Cambridge University Press:  26 February 2016

M. J. Hughes  and
M. F. Scrymgeour
Get access Rights & Permissions [Opens in a new window]

Extract

In the first paper in this volume, Jim Gardner called for more local research. This paper, a report on a research programme which looks at the effects of motor programmes on children’s reading and spelling improvement, is an answer to that plea. The researchers, using three types of movement programmes, draw useful conclusions on the value of such an approach in the improvement of reading and spelling skills in the children studied.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 1 , Issue 1 , May 1976 , pp. 22 - 25
Copyright
Copyright © The Australian Association of Special Education 1977

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Arena, John I., (ed.) ‘Teaching Through Sensory Motor Experience.’ California, Academia, 1969.Google Scholar
Balow, B. Perceptual-motor activities in the treatment of severe reading disability. ‘Reading Teacher’, March 1971, 24:6:513–525.Google Scholar
Bateman, B., and Frankel, H. Special education and the paediatrician. ‘Journal of Learning Disabilities’, 1972, 5:4: 178–186.Google Scholar
Cratty, Bryant J. ‘Active Learning: Games to Enhance Academic Abilities.’ Englewood Cliffs, N.J., Prentice Hall, 1971.Google Scholar
Engelmann, S. ‘Preventing Failure in the Primary Grades’. Chicago, SRA, 1969.Google Scholar
Frostig, M. and Home, D. ‘The Frostig Programme for the Development of Visual Perception.’ Teacher’s Guide. Chicago; Follett, 1964.Google Scholar
Gates-McKillop, . Reading Diagnostic Tests. N.Y.; Teachers’ College Press, 1962.Google Scholar
Getman, G.N. The visuomotor complex in the acquisition of learning skills. ‘Learning Disorders’, Washington; Special Child Publications, 1965, Vol. 1, pp. 49–76.Google Scholar
Harvat, R.W. ‘Physical Education for Children with Perceptual Motor Learning Disabilities.’ Colombus; Merrill, 1971.Google Scholar
Jackson, M.S. ‘Reading Disability: experiment, innovation and individual therapy.’ Melbourne: Angus and Robertson, 1972.Google Scholar
Jackson, M.S. and Dando, F. An evaluation of the Delacato method for the facilitation of reading disability. In press, 1975.Google Scholar
Johnson, K.E. Formal Skills Establishing Readiness. Unpublished paper, 1970.Google Scholar
Kephart, N.C. ‘The Slow Learner in the Classroom.’ Columbus, Ohio; Merrill, 1960.Google Scholar
Lefroy, R. Remedial techniques for language problems. ‘AUSPELD Proceedings,’ Camperdown, Australian Council of SPELD, 1975, pp. 44–53.Google Scholar
Neale, M.D. ‘Neale Analysis of Reading Ability’, 2nd. ed. London, Macmillan 1966.Google Scholar
O’Connor, P., Goyen, J. & Maggs, A. A critical look at dyslexia. ‘Education News,’ Canberra, Aust. Gov. Pub. Service, April 1973, 14:2:9–13.Google Scholar
Phillips, J.L. ‘The Origins of Intellect, Piaget’s Theory.’ San Francisco; Freeman, 1969.Google Scholar
Reavy, H.E. The remedial gymnasium. ‘AUSPELD Proceedings’, Camperdown. Aust. Council of SPELD, 1973, pp. 43–44.Google Scholar
Schonell, F. & Schonell, F.E. ‘Diagnostic and Attainment Testing’. Edinburgh, Oliver and Boyd, 1960.Google Scholar
Sheppard, M.J. The role of gross motor skills in predicting and averting reading failure. ‘ICPHER Conference’, Sydney, 30 July – 3 Aug. 1970.Google Scholar