Comparing Achievement, Ability, With Visual memory and Visual Association

The purpose of this study was to examine the relationship of achievement in reading, spelling and arithmetic with a variety of other measures, particularly tests of visual memory and visual-motor association. Eighty-seven boys and girls two through six in a large urban school system participated in the study. All subjects were individually administered the following tests: Schonell\u27s Graded Word Reading and Word Spelling Test, Form A; the Monroe-Sherman Arithmetic Computation Test, the Wechsler Intelligence Scale for Children-Revised; the Basic Visual-Motor Association Test; and the visual-memory subtest of Visual perception Skills