Claire E. Cameron|Laura L. Brock|Bridget E. Hatfield|Elizabeth A. Cottone|Elise Rubinstein|Jennifer LoCasale?Crouch|David W. Grissmer
Visuomotor integration and inhibitory control compensate for each other in school readiness.
visuomotor integration vmi ability copy designs 2 measures executive function examined predominantly lowincome typically developing sample children n 467 mean age 42 years 5 us states regression models controlling age demographic variables tested interaction visuomotor integration design copying inhibitory control penciltap verbal working memory digit span 4 directly assessed academic skills teacherreported approaches learning compared children poor visuomotor integration low inhibitory control higher end continuum least 1 2 skills performed better across several dependent variables compensatory pattern evident longitudinal improvement print knowledge test preschool early literacy topel similar though marginally significant findings improvement phonological awareness topel teacherrated approaches learning preschool learning behaviors scale plbs note compensatory pattern emerged concurrently measured receptive vocabulary peabody picture vocabulary test ppvt expressive vocabulary woodcockjohnson iii wj topel phonological awareness teacherrated approaches learning consistent pattern results suggests strong visuomotor integration skills important part school readiness merit study