Some Cautions on the Use of the Frostig Test

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Abstract
Evidence to date suggests that the Frostig test may measure fewer than five discrete aspects of perception, and its use as a diagnostic instrument for planning educational remediation and as a predictor of reading achievement has been questioned. Yet it is still widely used for these purposes in school and clinical settings. The Frostig, WISC, and a reading achievement measure were administered to a sample of 43 elementary school children referred for educational assessment, and the results were factor analyzed. The findings suggest that the Frostig test measures a single general factor of perceptual organization which is weakly related to IQ and unrelated to reading ability. The nature of the test norms above age eight and a negative relationship between age and test scores also affect certain uses of the test.