| This study utilized a correlational non-experimental design to identify if there is a relationship between the level of skill in visual-motor development and handwriting in kindergarten children. Ayres' (1972) model of sensory integration, described in relation to Kielhofner's (1992, 1995) emerging paradigm, provided a conceptual framework from which the kindergarten children were studied. Administration of the Developmental Test of Visual Motor Integration-Revised (VMI-R) (Beery, 1989), and the Printing Performance School Readiness Test (PPSRT) (Simner, 1990), to 61 kindergarten students provided strong statistical evidence ({dollar}p=.001{dollar}) of the relationship between visual-motor and handwriting skills. The overall results of this study support the importance of formulating treatment plans that incorporate a child's sensory, visual, and motor skills which may lead to better performance in handwriting. |
