This study investigated the differences in visual-motor integration (VMI) between children with and without reading disabilities (RDs) in the Sultanate of Oman by employing the Full Range Test of Visual Motor Integration (FRTVMI, Hammill, Pearson, Voress, & Reynolds, 2006). A total of 364 pupils from public elementary schools in Muscat, the capital of Oman, participated in the study; 171 pupils were already diagnosed as having RDs whereas 175 were normally achieving (NA) pupils. After examining internal consistency estimates of the FRTVMI on the sample a two-way analysis of variance (ANOVA) was conducted to examine the differences in VMI between the two pupil groups. Additionally, the effects of gender as well as the interaction between gender and pupil condition (RDs vs. ND) were examined. The results indicated that NA children scored higher on the FRTVMI than did the children with RDs. There were no significant differences in VMI between males and females in the two children groups. The interaction between gender and group condition (RDs vs. NA), however, showed that NA female pupils displayed the highest levels of VMI whereas female pupils with RDs displayed the lowest level of VMI. The results support the theoretical propositions that learning disabilities (LDs) in general and RDs in particular are strongly related to impairment in VMI and therefore assessment of such skill is important in diagnosing children who are suspected of being at risk for RDs in school settings.

This study investigated the differences in visual-motor integration (VMI) between children with and without reading disabilities (RDs) in the Sultanate of Oman by employing the Full Range Test of Visual Motor Integration (FRTVMI, Hammill, Pearson, Voress, & Reynolds, 2006). A total of 364 pupils f...