Purpose: This article investigated the contribution of visual-motor integration (VMI) to reading ability when known predictors of later reading outcomes were also present in the data analysis.
Methods: Participants included 778 first and second grade students from a large diverse urban district in Texas. The data were analyzed using multiple regression models with a forced entry of predictors for each regression model, and each model was run separately for each outcome.
Results: The results indicate that VMI drops out of the prediction models once more reading- and language-specific skills are introduced.
Conclusions: Although VMI skills make a statistically significant contribution in some aspects of the regression model, the reduction in contribution reduces the predictive validity of VMI skills. Therefore, a VMI skill measure will not sufficiently determine if a child has a reading disability.