A Meta‐Analytic Evaluation of the Frostig Test and Training Program

Abstract

This investigation reviewed 59 studies examining the utility of the Frostig Developmental Test of Visual Perception and the efficacy of the Frostig program for the development of visual perception. Meta‐analysis, statistical procedures for accumulating evidence, was the method used to evaluate research findings relating to both test and program. Findings indicated that neither the Frostig test nor the Frostig training program were advantageous. The Frostig test did not demonstrate sufficient association with reading ability to be a useful predictor; it proved less useful than other visual perceptual measures and revealed a large common variance with intelligence. Findings assessing the efficacy of Frostig training showed that it is not an effective intervention for improving either visual perceptual skills assessed by the test or academic achievement. It is concluded that the available research has demonstrated that the Frostig materials are not successful and should be questioned as primary methods of assessment and training in special education.