The Effect of a Perceptual-Motor Intervention on the Relationship Between Motor Proficiency and Letter Knowledge
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The Effect of a Perceptual‑Motor Intervention on the Relationship Between Motor Proficiency and Letter Knowledge Sharnay Botha1 · Eileen K. Africa1
© Springer Nature B.V. 2020
Abstract Movement is essential for learning. Previous research explored the relationship between movement and academic performance, however, evidence regarding the specific gross motor skills related to reading and spelling is lacking. The current study, therefore, investigated the effect a perceptual-motor intervention had on the relationship between gross motor proficiency and letter knowledge in selected Grade 1 (6 to 7-year-old) children (N = 97). Motor proficiency was measured using the Bruininks–Oseretsky Test of Motor Proficiency, Second Edition (BOT-2) and letter knowledge was assessed using the ESSI reading and spelling tests. The study found that a perceptual-motor intervention was effective in significantly improving both fine and gross motor proficiency skills, as well as reading and spelling (p
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