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Abstract Forty-two underachieving grade 1 children matched for age, sex, IQ, and Lee-Clark reading grade level were randomly assigned to one of three groups. One group received perceptual-motor training, the second received exercises from the regular physical education curriculum, and the third group served as a control. After seven weeks of training (two periods a week) reading achievement was reassessed. The experimental group was found to have made statistically significant gains, while the other two groups had made no such gains.
McCormick et al. (Tue,) studied this question.