The Predictive Ability of Visual-Motor Integration in Academic Achievement, Reading and Written Language among Primary School Students: A Comparative Study between Qatar and Kuwait
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Jun 20, 2022
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Abstract
The current study aimed to identify the relationship between visual-motor integration, reading and written language and academic achievement, predicting reading and written language and academic achievement, through the level of visual-motor integration, and the difference in both reading and the written language and the visual-motor integration, according to the gender and the country. The sample of the study consisted of (1861) students. The study sample was chosen by the stratified randomized method from students in grades (1 to 4) in some primary schools for boys and girls in the states of Qatar (N= 863) and Kuwait (N=998) whose ages ranged between (7-9) years. The study tools included the Full Range Test of Visual Motor Integration (FRTVMI), Reading Observation Scale, and the Written Language Observation Scale. The results of the study indicated that the level of educational achievement of children and the level of both reading and the written language can be predicted from the level of visual-motor integration in the two samples. The results also showed that there are statistically significant differences between the samples of the State of Qatar and the State of Kuwait, in both the level of visual-motor integration and the reading, in favor of the Kuwaiti sample with a higher average, while there are no statistically significant differences in the level of written language. Additionally, there were differences between males and females, in favor of females, in both visual-motor integration and written language, and there were no differences between males and females in the level of the reading in the sample of children in the State of Qatar. In the Kuwait sample, differences were found between males and females, in favor of males, in both visual-motor integration and written language.
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Keywords
Visual-motor integrationReadingWritten languageAcademic achievementPrimary schoolQatarKuwait
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How to Cite
Hassanein, Elsayed Elshabrawi A., Mahmoud Mohamed Emam, and Amthal Al Hhuwailah. 2022. “The Predictive Ability of Visual-Motor Integration in Academic Achievement, Reading and Written Language Among Primary School Students: A Comparative Study Between Qatar and Kuwait”. Journal of Educational Sciences – Qatar University 19 (19):165-200. https://doi.org/10.29117/jes.2022.0078.
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Articles in Arabic