Visual Motor Integration and relationship to the level of Processing Speed Index among students with Learning Disabilities

Abstract

The study aim of this research was to determine (Visual Motor Integration, VMI) and its relationship to the level of (Processing Speed Index, PSI) in students with (LD). To achieve the study's objectives, the correlative descriptive method was used. The study comprised (100) Saudi students, including (50) students with (LD) and (50) normal students. Their ages ranged from 8 to 13 years. A Wechsler Scale-4 was also employed. The content validity and concurrent validity of the (cancellation) test in its two sub-categories (Random and Regular) was (80%), and the construct validity was greater than (0.30). The correlation between the sub-tests (Random and Regular) and the total score of the (VMI) test was 0.934-0.937), And for normal students are (0.965, 0.920). The construct validity of the values of the correlation coefficients between the sub-tests and the total score of the (PSI) test was higher than (0.30), and the correlation through the construct validity of the (PSI) test among students (LD), with the (PSI) among normal students. the correlation coefficients for the sub-tests (Coding and Symbol Search) were (0.770, 0.474). and for normal students (0.820, 0.876).
       Indications of the (VMI) test's reliability were also obtained through the Content Validity test (Cancellation) with its two branches (Random and Regular) using Cronbach's alpha coefficient (0.700). The reliability of the (PSI) test was determined using the internal consistency method and Cronbach's alpha test (0.825). The study's findings revealed that the level of (VMI) (cancellation) and (PSI) of (LD) students was extremely low. In addition, no statistically significant relationship exists between (VMI) and (PSI) levels. There were also statistically significant differences in the level of (VMI) due to age in favor of (LD) students in the age group (11–13). There were no statistically significant differences in the level of (VMI) compared to the (Regular) test among students with (LD). There were also statistically significant differences in total intelligence (PSI) levels due to variable students (LD and normal), with an arithmetic mean for (LD) students (65.06) and an arithmetic mean for normal students (101.06).
   The study recommends teachers' awareness of the importance of (VMI) intelligence in the (LD) category and conducting studies comparing (PSI) intelligence with the Mild Intellectual Disability category.