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Mat Man teaches children to draw and develop body awareness
according to a recent unpublished pilot study.
This study, conducted during the 2006-2007 school year in Head
Start preschool classrooms in the Green Bay, Wisconsin area,
examined thirteen children in each classroom (morning and afternoon
preschool). The children were of diverse abilities, including
general and special education students.
Over a 12-week period, students led by occupational therapist
Geeta Bhojwani participated in Mat Man activitiesa multisensory
approach to drawing developed by Handwriting Without Tears. Mat Man
activities teach body awareness and include building Mat Man using
manipulatives, singing, and drawing.
The morning class was the experimental group receiving weekly
instruction with Mat Man activities. The afternoon class received
only the traditional classroom curriculum.
All students were tested using the Goodenough-Harris
Draw-a-Person Test (DAP) and Beery-Buktenica Developmental Test of
Visual-Motor Integration (VMI) for baseline (Sept. 12, 2006) and
post study (Dec. 12, 2006) measurement scores. An additional DAP
Test was administered to both groups six weeks following the
conclusion of the study (Jan. 24, 2007) for retention
measurements.
Following 12 weeks of instruction using Mat Man activities, the
experimental group demonstrated overwhelmingly positive results.
Children improved their scores on the DAP Test from baseline
testing to the 12-week measurement by 299 percent (see Table 1a).
In comparison, the control group had a modest improvement of only
80 percent (see Table 1b) over the same period. Overall VMI scores
improved for both groups (see Figure 1). However, they did not
demonstrate the same effects revealed by the DAP Test. In addition,
the special education students in the experimental group
outperformed their special and general education peers in the
afternoon group by an average of 21 percent in their 6-week
retention scores for the DAP Test (see Figure 2).
Mat Man Teaches Children to Draw
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Table 1a. Experimental Group Averages for Goodenough-Harris
Draw-a-Person Test
Table 1b. Control Group Averages for Goodenough-Harris Draw A
Person Test
Figure 1 VMI Comparisons
Figure 2 Increased Features in Regular vs. Special Ed: All
Students
DAP Scores ChangeBaseline vs. Post Study 4.38/17.46
+299%Baseline vs. Retention 4.38/16.08 +267%
DAP Scores ChangeBaseline vs. Post Study 6.15/11.08 +80%Baseline
vs. Retention 6.15/11.15 +81.3%Figure 1.
VMI Comparisons
4.06
4.80
4.46
3.67
0
1
2
3
4
5
6
9/13/06 12/12/2006Test Dates
VMi s
core
s in
Yea
rs a
nd M
onth
s
Average for ExperimentalAverage for Control
Figure 2.
Increased Features in Regular vs. Special Ed: All Students
5.67
22.50
18.83
3.60
12.00
13.40
7.30
12.1011.20
2.33
7.67
11.00
0
5
10
15
20
25
9/13/06 12/12/2006 1/24/2007
Dates Tested
Ave
rage
Num
ber o
f Fea
ture
s D
raw
n
AM Regular Ed. Students AM Special Ed. Students PM Regular Ed.
Students PM Special Ed. Students
This study demonstrates the effectiveness of multisensory
learning strategies compared to more traditional classroom methods,
especially for young children. Drawing abilities continue to be a
key indicator for school readiness.
Figure 1.
VMI Comparisons
4.06
4.80
4.46
3.67
0
1
2
3
4
5
6
9/13/06 12/12/2006Test Dates
VMi s
core
s in
Yea
rs a
nd M
onth
s
Average for ExperimentalAverage for Control
Figure 2.
Increased Features in Regular vs. Special Ed: All Students
5.67
22.50
18.83
3.60
12.00
13.40
7.30
12.1011.20
2.33
7.67
11.00
0
5
10
15
20
25
9/13/06 12/12/2006 1/24/2007
Dates Tested
Ave
rage
Num
ber o
f Fea
ture
s D
raw
n
AM Regular Ed. Students AM Special Ed. Students PM Regular Ed.
Students PM Special Ed. Students
This study demonstrates the effectiveness of multisensory
learning strategies compared to more traditional classroom methods,
especially for young children. Drawing abilities continue to be a
key indicator for school readiness.
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This study demonstrates the effectiveness of multisensory
learning strategies compared to more traditional classroom methods,
especially for young children. Drawing abilities continue to be a
key indicator for school readiness.
The Handwriting Without Tears Mat Man activity is a powerful
tool for instruction in both preschool and kindergarten classrooms.
This study also demonstrates the value of Mat Man activities for
children of all abilities including those enrolled in general
education, special education and inclusion model classrooms. In
addition, children engage in an activity that is both enjoyable and
that allows them to experiment and gain confidence with pre-writing
skills.
For more information about Mat Man or the complete Handwriting
Without Tears curriculum visit www.hwtears.com or
www.getsetforschool.com.
Handwriting Wit
hout Tears Pre-
K Teachers Guide
48
2008 Jan Z. Ols
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Handwriting Without Tears Pre-K Teachers Guide
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