Relationship between crossing the midline and bilateral motor coordination in learning disabled and normal children
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Abstract
The purpose of this study was to examine the relationship between crossing the midline and bilateral motor coordination in normal and learning disabled children. The Space Visualization Contralateral Use score was used as a measure of midline crossing. The Purdue Pegboard Both Hands subtest , Purdue Pegboard Assembly subtest, and Bilateral Coordination subtest of Bruininks-Oseretsky Test of Motor Proficiency were used to assess bilateral motor coordination. Subjects included 148 normal children and 107 learning disabled children, ages 4 through 8 years. The hypotheses that learning disabled subjects would perform significantly more poorly than normal subjects on tests of midline crossing and bilateral motor coordination were supported. The hypothesis that learning disabled children with inadequate midline crossing would perform significantly more poorly than learning disabled children with adequate midline crossing on tests of bilateral motor coordination was only partially supported. There were no differences on two of three measures and differences approached significance on one of three measures. Results were discussed in terms of sensory integrative theory and the reliability and validitiy of the measures employed.
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Thesis (M.S.)--Boston University
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