التآزر البصري الحركي و علاقته بالقراءة و اللغة المكتوبة و التحصيل الدراسي لدى التلاميذ من الصفوف (5-9)‎ في دولة قطر

الملخص EN

The current study investigated the relationship between visual motor integration (VMI) and reading levels, written language levels, and academic achievement of the students.

Additionally, the study examined whether VMI can predict reading, written language and academic achievement of students.

The study explored whether reading and written language can mediate the relationship between VMI and academic achievement.

The study participants included 996 students from grades 5-9 selected randomly from elementary and middle school students, with an age range between 11-14 years.

The study instruments included the full range test of visual motor integration, the reading observation scale, the written language observation scale, and academic achievement scores obtained from school tests.

The results indicated that the correlation coefficient values between VMI and reading, written language, and academic achievement were 0.33, 0.35, 0.36 respectively, which are statistically significant at 0.01.

Additionally, the results pointed out that reading levels and written language levels of students can be predicted by VMI levels of the students.

Further, VMI levels can predict students’ academic achievement scores.

Finally, the results showed that VMI contributed to the prediction of achievement scores through, the mediation of reading and written language scores observed by teachers.

Implications and future recommendations are discussed.