Özet:

Purpose: This study aimed at the research of visual-motor integration in children with late premature birth history, in the primary school age. Instrument and Method: This accompanied facts-control work in Primary School I and II. The study was carried out by the evaluation of the levels of visual-motor integration of 29 children in the premature group who were born in the last period of pregnancy (the age of pregnancy ≥32 weeks) without significant mental or physical/motor disabilities. The control group was formed with 29 healthy children accompanied by the premature group in terms of school, class, gender and chronological age, with their birth history. Ayres' pattern copying test was used to assess the level of visual-motor integration. These children's parents' educational and current work conditions were recorded. Results: There was a significant statistical difference between the groups related to the draw copy result (P=0.017). The performance of visual-motor integration that the premature facts showed was lower than the relatives born in the midst. A significant difference for pattern copying in the subgroup analysis was found only in early-born students continuing to class I (P=0.026). In the premature group, there were significant positive relationships between mother education, mother's work status and class and pattern copying results (r=0.427, P=0.022; r=0.394, P=0.034; r=0.407, P=0.028, in order). It was found that mother education could be an important predictor of visual-motor skills after premature birth (p=0.049).The result: visual-motor integration failure can be observed in children with late premature birth history in the primary school period. Low educational status—especially low mother education—can negatively affect the ability to visually-motor integration of premature-born children.

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