Visual-motor integration (VMI) is related to children’s academic performance and school readiness. VMI scores measured using the Beery-Bucktenicka Developmental Test of Visual-Motor Integration (Beery-VMI) can differ due to differences in cultural and socioeconomic backgrounds. This study compared the VMI scores of Malaysian preschoolers with the corresponding US norms and determined the association between their VMI scores and socioeconomic factors. A cross-sectional study was conducted among 435 preschoolers (mean age: 5.95±0.47 years; age range: 5.08–6.83 years) from randomly selected public and private preschools. VMI scores were measured using Beery-VMI in the preschools’ classrooms. Information on the socioeconomic characteristics of the preschoolers was obtained using a parent-report questionnaire. One sample t-test was used to compare their VMI scores with the corresponding US norms. Multivariate logistic regression models were used to explore the influence of socioeconomic factors on the preschoolers’ VMI scores. Overall, Malaysian preschoolers’ VMI performance was similar to the US standardized norms (p>0.05). Children from low-income families were twice likely to obtain lower than average VMI scores than those from higher-income families (OR = 2.47, 95%CI 1.05, 5.86). Children enrolled at public preschools were more likely to obtain a lower than average VMI score than those who enrolled at private preschools (OR = 2.60, 95%CI 1.12, 6.06). Children who started preschool at the age of six were more likely to obtain lower than average VMI scores than those who started at an earlier age (OR = 4.66, 95%CI 1.97, 11.04). Low maternal education level was also associated with lower than average VMI score (OR = 2.60, 95%CI 1.12, 6.06). Malaysian preschoolers’ Beery-VMI performance compared well to their US counterparts. Some socioeconomic factors were associated with reduced VMI scores. Those from disadvantaged socioeconomic backgrounds are more likely to have reduced VMI performance, potentially adversely affecting their school readiness, cognitive performance, and future academic achievements.

The COVID-19 outbreak has led to the closure of educational institutions, which may prevent children from attaining skills essential for learning, such as visual–motor integration (VMI) and visuospatial constructional ability (often reflected with the Block Design Test, BDT). This study compares VMI and BDT performance between a pre-pandemic cohort (children who attended preschool in late 2019) and a post-pandemic cohort (those physically attending preschool for the first time at the end of 2021). Participants were children attending government preschools with similar syllabi catered for low-income families. The pre-pandemic cohort was part of an earlier study (n = 202 for VMI and n = 220 for BDT) before lockdowns commenced in March 2020. The post-pandemic cohort comprised 197 children who completed the Beery-VMI and 93 children who completed the BDT. Compared to the pre-pandemic cohort, the post-pandemic cohort had significantly lower mean Beery-VMI scores (t(397) = 3.054, p = 0.002) and was 3.162-times more likely to have a below average Beery-VMI score (OR = 3.162 (95% CI 1.349, 7.411)). The post-pandemic cohort also had significantly lower BDT scores than the pre-pandemic cohort (t(311) = −5.866, p < 0.001). In conclusion, children with disrupted conventional preschool education due to the COVID-19 lockdowns were more likely to have below-average VMI and lower BDT scores.

Background: Visual-motor integration (VMI) is a key developmental skill that supports children’s daily classroom tasks and academic readiness. This study examined the associations between VMI components, pencil grip patterns, and holistic academic performance among Malaysian primary school children. Materials and Methods: A total of 148 children (mean age = 9.94 ± 1.78 years) from three urban schools in Kuala Lumpur were assessed. VMI, visual perception, and motor coordination were measured using the Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery-VMI). Pencil grip patterns were classified into five types using standardized photographs taken during the Beery-VMI assessment. Academic mastery in Malay Language, English, Science, and Mathematics was obtained from the Classroom-Based Assessment (CBA) system, which reflects holistic and continuous teacher-based evaluations. Results: Beery-VMI raw scores were significantly associated with CBA academic performance across all four core subjects, with the strongest correlations observed for Science (ρ = 0.332, p < 0.001) and Mathematics (ρ = 0.284, p < 0.001). Beery-VMI standard scores remained significantly associated only with Science (ρ = 0.305, p < 0.001) and Mathematics (ρ = 0.219, p = 0.008). This pattern suggests that raw scores reflect both VMI performance and age-related developmental factors relevant to academic performance, whereas standard scores provide age-adjusted estimates. Age significantly predicted VMI standard scores, accounting for 14% of the variance (R² = 0.140), with older children in this sample showing lower age-adjusted scores. Pencil grip differences were significant for VMI raw scores (χ² = 9.74, p = 0.045), with the lateral quadrupod grip demonstrating the highest performance. Conclusion: VMI was associated with academic mastery, especially in Science and Mathematics. Raw scores may reflect shared development, while standardized scores suggest a more specific age-independent link between VMI and academic performance. Pencil grip patterns showed limited association with VMI outcomes and may not strongly indicate visual-motor performance.

Kemahiran integrasi visual-motor (VMI) berkait rapat dengan kemahiran menulis dan membaca seseorang kanak-kanak. Walau bagaimanapun, tidak diketahui sejauh mana kemahiran persepsi visual dan koordinasi motor mempengaruhi kemahiran VMI mereka. Objektif kajian keratan rentas ini adalah untuk mengukur dan menentukan hubungan di antara kemahiran VMI dengan skor persepsi visual dan skor koordinasi motor bagi satu sampel kanak-kanak prasekolah. Seramai 62 orang kanak-kanak berbangsa Melayu daripada Tadika KEMAS sekitar Kuala Lumpur (min umur 5.48±0.50 tahun) telah menyertai kajian ini. Skor VMI, persepsi visual dan koordinasi motor mereka diukur menggunakan ujian Beery-VMI edisi keenam dan dibandingkan dengan skor standard Amerika Syarikat (AS) (100±15) menggunakan ujian t satu sampel. Hubungan di antara ketiga-tiga skor ini ditentukan menggunakan ujian regresi berganda. Min skor VMI, persepsi visual, dan koordinasi motor adalah masing-masing 99.53±9.26, 101.74±13.40 dan 121.52±13.03. Skor VMI dan persepsi penglihatan sampel kajian tidak berbeza secara signifikan dengan skor standard AS (semua p>0.05). Skor koordinasi motor pula adalah lebih tinggi dan signifikan berbanding skor standard AS (t(61) = 12.90, p < 0.001). Model regresi linear berganda menjelaskan 18.8% varians dan dapat meramalkan skor VMI dengan signifikan [F(2,8)=6.70, p=0.002]. Skor koordinasi motor menyumbang secara signifikan kepada model ini (B=0.24, p=0.007) tetapi skor persepsi visual tidak menyumbang secara signifikan (B=0.15, p=0.087). Kesimpulannya, kanak-kanak prasekolah di Malaysia mempunyai kemahiran VMI dan kemahiran persepsi visual yang setara dengan skor standard AS. Skor koordinasi motor mereka pula adalah melebihi skor standard ini. Kemahiran VMI perlu diasah sebaiknya dari peringkat prasekolah memandangkan ia berkait dengan kemahiran menulis seterusnya mempengaruhi pencapaian akademik kanak-kanak.