Effects of Neurological Training on Psychomotor Abilities of Kindergarten Children

That neurological dysfunction accounts for many cases of academic failure is well documented, but specific research on programs designed to overcome this dysfunction is sparse. In this study fifty kindergarten children having perceptuomotor and/or psychomotor deficits as identified by several well-known scales were assigned to an experimental or control group. The experimental group was then given a program of cross-patterning exercises for 3 minutes a day over a 3-month period. The obtained results suggest that a neurological training program does not significantly improve the psychomotor functioning of kindergarten children.