Volume 5, Issue 1 (1976)
Typewriting Contrasted With Handwriting: A Circumvention Study of Learning Disabled Children
There is mounting evidence that well developed psychomotor skills are not essential for reading proficiency (Goodman & Hammill, 1973; Han-mill, 1972). While the incidence of poor psychomotor skills among learning disabled (LD) children is high, the exact relationship of these skills to reading is still unknown. A few studies suggest that LD children who have received substantial and consistent psychomotor training apparently gained reading skills sooner than those without such training (Ayres, 1972; Silver & Hagin, 1967). Typically, these studies have employed whatever reading system was already in use. The question has been psychomotor training versus no psychomotor training, without variation of responses demanded from the children in the learning to read process.
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