TY - JOUR
T1 - Associations between the Academic and Motor Performance in a heterogeneous sample of Children with Learning Disabilities.
AU - Vuijk, P.J.
AU - Hartman, E.
AU - Mombarg, R
AU - Scherder, E.J.A.
AU - Visscher, C.
PY - 2011
Y1 - 2011
N2 - A heterogeneous sample of 137 school-aged children with learning disabilities (IQ & 80) attending special needs schools was examined on the Movement Assessment Battery for Children (MABC). The results show that compared to the available norm scores, 52.6% of the children tested performed below the 15th percentile on manual dexterity, 40.9% on ball skills, and 33.7% on balance skills. Furthermore, after controlling for IQ, significant small to moderate partial correlations were found between spelling and mathematics and the MABC total score, as well as small to moderate correlations between mathematics and balance, between reading and ball skills, and between spelling and manual dexterity. The present findings are compared with previously reported results obtained in more homogenous groups, and based on the resultant relationships between academic performance and motor development, recommendations for future motor intervention studies are made. © Hammill Institute on Disabilities 2011.
AB - A heterogeneous sample of 137 school-aged children with learning disabilities (IQ & 80) attending special needs schools was examined on the Movement Assessment Battery for Children (MABC). The results show that compared to the available norm scores, 52.6% of the children tested performed below the 15th percentile on manual dexterity, 40.9% on ball skills, and 33.7% on balance skills. Furthermore, after controlling for IQ, significant small to moderate partial correlations were found between spelling and mathematics and the MABC total score, as well as small to moderate correlations between mathematics and balance, between reading and ball skills, and between spelling and manual dexterity. The present findings are compared with previously reported results obtained in more homogenous groups, and based on the resultant relationships between academic performance and motor development, recommendations for future motor intervention studies are made. © Hammill Institute on Disabilities 2011.
U2 - 10.1177/0022219410378446
DO - 10.1177/0022219410378446
M3 - Article
SN - 0022-2194
VL - 44
SP - 276
EP - 282
JO - Journal of Learning Disabilities
JF - Journal of Learning Disabilities
IS - 3
ER -