Development of visual-motor perception in pupils with expressive writing disorder and pupils without expressive writing disorder: a comparative statistical analysis

  Background: Learning disability is one of the most noticed subjects for behavioral specialists. Most of the learning difficulties are caused by senso-motor development and neurological organization. The main purpose of the present research is to examine the role of delayed perceptual-motor development and brain damage in origination of expressive writing disorder (EWD).   Methods: The studied sample is 89 pupils divided into two groups, one of which is pupils with expressive writing disorder (n=43) and the other is pupils without expressive writing disorder (n=46), consisted of second and third grade elementary school students. First of all, students with EWD are selected through dictation test and intelligence test, and then the two groups, students with and without EWD, would take the Bender Gestalt test. The average score of perceptual visual-motor development and brain damage of two groups is compared using T test for independent groups and χ2 test.   Results: Results show that there is a significant difference in perceptual visual-motor development between students with EWD and students without EWD (p 0.05).   Conclusion: Based on our findings it could be concluded that those who are relatively more developed than their peers, in terms of visual-motor perception, are more successful in education, especially in expressive writing.