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Abstract
Two assumptions are used in this investigation: (1) It is assumed that visual-discrimination ability is more closely related to reading achievement than is visual-motor ability. (2) It is assumed that visual-motor-memory ability is more closely related to reading achievement than is visual-motor-copying ability. One hundred and sixty-five students in the upper elementary grades were given a battery of form perception and reading achievement tests. Pearson’s product-moment correlation and Hotelling’s t test were used in the analysis of the data. The results strongly inferred that visual-form-discrimination ability is more closely related to reading achievement than is either visual-motor-copying ability or visual-motor-memory ability. No basis has been found for inferring that visual-motor-memory ability is more closely related to reading achievement of students than is visual-motor-copying ability.