University
Shawnee State University
Major
Master's of Occupational Therapy
Student Type
Graduate Student
Presentation Types
Poster Presentation (Live)
Keywords:
reading ability, literacy, visual-motor integration, elementary-aged children
Abstract
Reading is an occupation that is necessary for everyday function. For children, reading is essential for academic success and general interaction with the environment. Occupational therapy can address underlying components of literacy, though the profession is typically utilized to address handwriting in the academic setting. This study examined whether visual-motor skills and neurological soft signs were significant predictors of reading ability in early elementary aged children. Data from 66 cases of second graders between the ages of 7-9 from a public elementary school located in the Appalachian region were included in this study. The data included the Beery-Buktenica Developmental Test of Visual Motor Integration (VMI), Soft Neurological Signs (NSS), and STAR reading scores. Data was analyzed using logistic regression analysis. Results indicated no statistical significance between STAR reading and VMI (0.1492), STAR reading and ATNR (0.8805), STAR reading and STNR (0.4058) and STAR reading and Right-Eye Dominance (0.8167). Results will guide future research in this area.
Human and Animal Subjects
yes
IRB or IACUC Approval
yes
Faculty Mentor Name
Barbara Warnock
Faculty Mentor Title
Department Chair, Program Director, Associate Professor
Faculty Mentor Department
Rehabilitation Therapies
Recommended Citation
Bobst, Alicia; Browning, Tessa; Crider, Kacie; Adkins, Joshua; and Warnock, Barbara, "Expanding OTs Role in Addressing Literacy Deficits Beyond Handwriting in Elementary Aged Children: A Pilot Study" (2025). Celebration of Scholarship. 11.
https://digitalcommons.shawnee.edu/cos/2025/posters/11
Location
Morris UC Lobby
Expanding OTs Role in Addressing Literacy Deficits Beyond Handwriting in Elementary Aged Children: A Pilot Study
Morris UC Lobby
Reading is an occupation that is necessary for everyday function. For children, reading is essential for academic success and general interaction with the environment. Occupational therapy can address underlying components of literacy, though the profession is typically utilized to address handwriting in the academic setting. This study examined whether visual-motor skills and neurological soft signs were significant predictors of reading ability in early elementary aged children. Data from 66 cases of second graders between the ages of 7-9 from a public elementary school located in the Appalachian region were included in this study. The data included the Beery-Buktenica Developmental Test of Visual Motor Integration (VMI), Soft Neurological Signs (NSS), and STAR reading scores. Data was analyzed using logistic regression analysis. Results indicated no statistical significance between STAR reading and VMI (0.1492), STAR reading and ATNR (0.8805), STAR reading and STNR (0.4058) and STAR reading and Right-Eye Dominance (0.8167). Results will guide future research in this area.
