The Effect of Perceptual-Motor Training on Grade 1 Children’s Visual-Motor Integration, Reading & Spelling

Lower physical activity (PA) levels in school negatively influence academic performance. By combining learning with movement, motor development and academic performance are promoted. This study aimed to determine the effect of a perceptual-motor intervention on selected Grade 1 children’s ( N = 97) visual-motor integration (VMI) and literacy-related reading and spelling skills. The study followed a quasi-experimental research design and was triple-blinded. The Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery VMI) and the ESSI Reading and Spelling tests were used to assess the children’s VMI and reading and spelling skills. The study included a 12-week perceptual-motor intervention performed by qualified Kinderkineticists. The results from the repeated measures ANOVA demonstrated a highly significant difference between the experimental and control groups in pre-to post-test improvements across all three outcome measures. VMI showed a significant group-by-time interaction (F (1,95) = 93.378, p = 0.00), reading performance revealed a similarly strong effect (F (1,96) = 87.317, p = 0.00), and spelling performance also improved significantly in favour of the experimental group (F (1,96) = 31.688, p = 0.00). The experimental group demonstrated markedly greater gains across all domains. Pearson correlations showed significant positive associations between VMI, reading, and spelling scores ( p < 0.01), supporting the interconnected development of visual-motor and early literacy skills. The perceptual-motor intervention is thus seen as an effective way to improve children’s reading, writing and VMI skills, as it allows children to be active while learning, reducing sedentary time, while upholding educational standards.