COGNITIVE development in the primary grades is dependent in part upon a child's ability to process in formation. A child who is experiencing a lag in neurological maturation and perceptual-motor development is less able to cope with the problems in learning at the primary level of education. This report illusrrares a case in which early identification and treatment of perceptual-motor deficits enabled the child to respond to instruction more effectively.
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Solan et al. (1970) studied this question.
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