Role of Visual Motor Integration in Academic Performance of Preschool Children

Abstract:
Poor visual-motor integration (VMI) in children is
associated with problems in learning and academic achievement and could be an
early predictor to guide intervention and improve their academic performance.
The purpose of this study was to examine the relation between VMI, and academic
performance amongst preschool children, and to study the association with
various demographic factors and screen time exposure. The study participants
were recruited using a multi-stage stratified sampling technique. VMI was
assessed using Beery VMI guidelines, a visual perception test, and a motor
coordination test. Participant age, academic performance, maturity at birth, neonatal intensive care unit (NICU) stay, and
screen time were studied with the VMI standard score. Data were collected for
850 preschool children (52.4% males and 47.6% females). As per VMI standard
scores, 90.4% of children had average, 8.9% had above average and 0.7% had
below-average scores respectively. Among the demographic factors, mean age,
maturity at birth, NICU stay, and screen time showed
a significant difference with VMI scores while no such significance was
seen for socioeconomic status, maternal education, and gender. A significant
difference between mean VMI, visual perception, and motor coordination scores
and the various categories of academic performance in the study group was
obtained. Findings
from this study show that pre-term birth, NICU stay, and screen time may affect
VMI which can lead to poor academic performance. Screening for VMI could
serve as an indicator to direct early interventional measures in preschool
children, aiding better academic inclusion.
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