Document Type
Thesis
Date of Award
1984
Degree Name by School
Education Specialist (EdS) School of Education
Abstract
The purpose of this study was to determine if the development of fine and gross motor skills contributed to reading and mathematics achievement scores among first grade students. The study was conducted using a pretest/posttest control group design. The 43 first grade students were randomly assigned to experimental and control group conditions. Experimental group subjects participated in an eight-week (23-hour) training program during the spring of 1983. The control group subjects were pretested prior to the treatment program and posttested at the conclusion to determine mathematics achievement, reading achievement, and motor proficiency. All data were analyzed using independent and dependent t-tests, analysis of covariance, and stepwise multiple regression. Analysis of the results revealed significant differences in mean pretest and posttest motor proficiency scores for both groups, as well as significant differences between reading pretest and posttest scores for the experimental group only. No significant differences were found between groups on measures of reading, mathematics, and motor proficiency. Discrepant findings were observed, however, due to significant differences revealed when group reading gain scores were compared. Motor proficiency was not a predictor of reading and/or mathematics achievement. Results of this study indicate the need for further analysis of the research hypotheses and specifically the underlying theoretical assumptions of the relationships between motor development and cognitive achievement.
Recommended Citation
Kneisley, Sarah Margaret, "The Effect of Fine and Gross Motor Skill Training on the Reading and Mathematics Achievement Scores of First Grade Students." (1984). All ETDs from UAB. 6902.
https://digitalcommons.library.uab.edu/etd-collection/6902
Comments
EdSpec - Education Specialist; ProQuest publication number 31751822