Modeling and motor sequencing strategies of learning disabled boys

Date
1989-08-31
Authors
Kowalski, Ellen M.
Journal Title
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Publisher
Texas Woman's University
Abstract

The purpose of this study was to examine model type, verbal rehearsal strategy, and motor proficiency in relation to motor sequencing of learning disabled (LD) boys. The problem was to compare motor sequencing scores of LD boys, ages 7 to 8 years, exposed to four experimental conditions. Subjects were 80 LD boys purposively selected from school districts in the North Texas Region. Two sets of data were collected for experimental analysis: the ability to model locomotor tasks as measured by the Motor Sequencing Test (MST) and motor proficiency as measured by the Bruininks-Oseretsky Test of Motor Proficiency, Short Form (Bruininks, 1978). Subjects (N = 80) were randomly assigned to one of four groups: (a) visual-silent model/verbal rehearsal, (b) visual-verbal model/verbal rehearsal, (c) visual-silent model/no verbal rehearsal, and (d) visual-verbal model/no verbal rehearsal. Two 2 x 2 (Model Type x Verbal Rehearsal) factorial analysis of variance were conducted on two scores generated by the MST. Spearman rho correlational coefficients were computed between motor proficiency and motor sequencing ability. It was concluded that LD boys, ages 7 to 8 years, evidence no significant difference in performance on MST under visual-silent and visual-verbal conditions. However, LD boys, ages 7 to 8 years, perform significantly better on the MST when trained in verbal rehearsal strategy as opposed to no verbal rehearsal strategy. Additionally, motor sequencing is not significantly related to performance on the MST.

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Keywords
learning disabilities, physiological aspects, learning disabled children, motor ability and intelligence, physiology, motor ability in children, locomotion, regulation
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