The effect of three visual perceptual programs on the readiness of kindergarten children

Abstract

Purpose: The purpose of this study was to investigate and compare the effect of three visual perceptual programs on the readiness of kindergarten children. Procedure: The subjects in this study were 112 five-year-old children from four kindergarten classes in the Huntsville Elementary School, Huntsville, Texas. Each kindergarten class was divided by sex and each subject randomly assigned to one of three visual perceptual groups or a control group. The study was carried out over a period of sixteen weeks. The three visual perceptual programs were Form Perception, Spatial Orientation, and a Combination Form Perception-Spatial Orientation. Each of the visual perceptual groups and control group met three times a week, one-half hour each day, for a fourteen week period. The children in the visual perceptual groups attended their sessions in groups of fourteen on a six-day rotational schedule. The investigator and co-teacher worked with seven subjects during the one-half hour period. The Form Perception Group (I) received major activities from the ERIE Perceptual-Motor Program (visual perceptual exercises, perceptual bingo, visual-motor template forms, and perceptual card and domino games). Supplementary activities included chalkboard templates, form puzzles, geometric shapes and blocks, parquetry puzzles, shape feely-meely game, and sticky shapes. Subjects in the Spatial Orientation Group (II) received major activities from the Dubnoff Program 1: Level One comprised of four sections. Supplementary activities included the directional mat, clock game, walking board, angels-in-the-snow, walk the dots, trace the dots, tee boards, opposites and matching games, and sequence puzzles. ...