Chair: George E. Uhlig

The purpose of this study was to determine the effects of Guided Discovery LOGO instruction on the visual-motor development, mathematical readiness, and attendance patterns of first grade students. An experimental and control group were selected from five first grade classes in a public elementary school. The experimental group received sixteen weeks of pre-keyboarding, pre-LOGO, and LOGO instruction using the Guided Discovery instructional method.

The Beery Visual Motor Integration (VMI) test and the Peabody Mathematical Readiness Test (PMRT) were selected to measure visual-motor development and mathematical readiness. Analysis of daily attendance patterns were collected during the sixteen week experimental treatment period and for one additional four week post treatment period.

The experimental group demonstrated significantly higher post-treatment scores on the PMRT and VMI than the control group and a significantly better attendance during the twenty week period. The author discussed implications for future research.