Children’s fine motor skills in kindergarten predict reading in grade 1

Suggate, Sebastian; Pufke, Eva; Stoeger, Heidrun

doi:10.1016/j.ecresq.2018.12.015

Cited by 54 publications

(37 citation statements)

References 55 publications

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“…Findings demonstrate that children in the impaired writing condition learn to decode at a slower rate than their peers in the normal or pointing writing condition. Results provide evidence to the idea that graphomotor skills are important school readiness factors that support childhood learning and that FMS has a unique contribute to reading [34].…”

Section: Relationship Between Fine Motor Skills and Early Reading Acqmentioning

confidence: 63%

“…The increasing body of evidence indicating that FMS influence academic success [43], student self-esteem, and cognitive development, suggests providing early activities and intervention programs to enhance FMS among kindergarten children. Given the results of studies linking FMS to mathematic reasoning [44,45], lexical processing [46], and reading skills [32,34] it would be desirable that future teaching and educational programs stimulate the development of FMS early, in order to ensure optimal cognitive development and fruitful academic success. Children who are weak on FMS might be disadvantaged in many educational domains such as mathematic and literacy, with the risk of widening the gap away from peers more able in using writing implements to write and handwrite [47][48][49][50].…”

Section: Implication For Practicementioning

confidence: 99%

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Impact of Psycho-Educational Activities on Visual-Motor Integration, Fine Motor Skills and Name Writing among First Graders: A Kinematic Pilot Study

Taverna

Tremolada

Tosetto³

et al. 2020

Children

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This pilot study presents the effects on acquisition of pre-writing skills of educational activities targeting visual-motor integration and fine motor skills on a convenient sample of first graders. After a 10-week intervention program, visual perceptual skills and fine motor control were tested on 13 six-year-old aged children. Participants completed the Beery-Buktenica VMI and the manual dexterity scale of the Movement ABC-2 at baseline (T1), after the intervention program (T2), and one month after the end of the educational activities (T3). Children’s writing pressure, frequency, and automaticity were measured using a digitizer during the administration of name writing test at T1, T2, and T3. The purpose of the study was to investigate changes in visual-perceptual abilities and fine motor skills after the intervention program and examine correlational effects on children’s kinematic writing performances. Findings reveal that educational activities impacted positively on children’s visual motor coordination component of writing improving VMI scores. No statistically significant difference was detected across the three time points on students’ manual dexterity skills. Measurement of writing kinematics allows to report and document variations in children’s writing during intervention. This pilot study discusses these findings and their implications for the field on early childhood acquisition of foundational skills for handwriting. It also proposes potential topics for future research on this field.

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Section: Relationship Between Fine Motor Skills and Early Reading Acqmentioning

confidence: 63%

Section: Implication For Practicementioning

confidence: 99%

Impact of Psycho-Educational Activities on Visual-Motor Integration, Fine Motor Skills and Name Writing among First Graders: A Kinematic Pilot Study

Taverna

Tremolada

Tosetto³

et al. 2020

Children

View full text Add to dashboard Cite

show abstract

“…Such data clearly demonstrates that level of motor competence should be an integrated part of school readiness indicators [ 23 ]. Independent investigations have provided further evidence for such a motor-cognitive link, as fine motor skills in kindergarten have been shown to predict levels of reading in grade 1 [ 24 ], and grade 1 levels of fine motor integration significantly predict math ability [ 25 ].…”

Section: Introductionmentioning

confidence: 99%

The Effects of Physical Education on Motor Competence in Children and Adolescents: A Systematic Review and Meta-Analysis

Lorås

2020

Sports

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Appropriate levels of motor competence are an integrated part of individuals’ health-related fitness, and physical education is proposed as an important context for developing a broad range of motor skills. The aim of the current study was to apply meta-analyses to assess the effectiveness of curriculum-based physical education on the development of the overall motor competence of children and adolescents. Studies were located by searching seven databases and included according to predefined criteria. Random effects models using the standardized effect size (Hedges’ g) were used to aggregate results, including an examination of heterogeneity and inconsistency. The meta-analysis included 20 studies, and a total of 38 effect sizes were calculated. A statistically significant improvement in motor competence following curriculum-based physical education compared to active control groups was observed in children and adolescents (g = −0.69, 95% CI −0.91 to −0.46, n = 23). Participants’ ages, total time for physical education intervention, and type of motor competence assessment did not appear to be statistically significant moderators of effect size. Physical education with various curricula can, therefore, increase overall motor competence in children and adolescents.

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“…For example, Martzog et al (2019) found that dexterity was more closely linked to spatial intelligence than hand-eye coordination or repetitive speed-FMS. On the other hand, some work indicates that graphomotor skills play a greater role in reading performance than dexterity does, presumably due to the functional relevance of graphomotor skills to writing and thereby reading (Suggate et al, 2018(Suggate et al, , 2019.…”

Section: Theoretical Implicationsmentioning

confidence: 99%

The Implicit Contribution of Fine Motor Skills to Mathematical Insight in Early Childhood

2020

Self Cite

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Understanding number magnitude is an important prerequisite for children's mathematical development. One early experience that contributes to this understanding is the common practice of finger counting. Recent research suggested that through repeated finger counting, children internalize their fingers as representations of number magnitude. Furthermore, finger counting habits have been proposed to predict concurrent and future mathematical performance. However, little is known about how finger-based number representations are formed and by which processes they could influence mathematical development. Regarding the emergence of fingerbased number representations, it is likely that they result from repeated practice of finger counting. Accordingly, children need sufficient fine motor skills (FMS) to successfully count on their fingers. However, the role that different types of FMS (such as dexterity and graphomotor skills) might play in the development of fingerbased number representations is still unknown. In the current study, we investigated (a) whether children's FMS (dexterity and graphomotor skills) are associated with their emerging finger-based number representations (ordinal and cardinal), (b) whether FMS explain variance in children's finger-based number representations beyond the influence of general cognitive skills, and (c) whether the association between FMS and numerical skills is mediated by finger-based representations. We tested associations between preschool children's (N = 80) FMS (dexterity and graphomotor skills), finger-based number representations, and numerical skills. Furthermore, visuospatial working memory and nonverbal intelligence were controlled for. Dexterity was related to children's finger-based number representations as well as numerical skills after controlling for chronological age, but not after also controlling for cognitive skills. Moreover, the relationship between dexterity and numerical skills was mediated by finger-based number representations. No such associations were observed for graphomotor skills. These results suggest that dexterity plays a role in children's development of finger-based number representations, which in turn contribute to their numerical skills. Possible explanations are discussed.

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Children’s fine motor skills in kindergarten predict reading in grade 1

Cited by 54 publications

References 55 publications

Impact of Psycho-Educational Activities on Visual-Motor Integration, Fine Motor Skills and Name Writing among First Graders: A Kinematic Pilot Study

Impact of Psycho-Educational Activities on Visual-Motor Integration, Fine Motor Skills and Name Writing among First Graders: A Kinematic Pilot Study

The Effects of Physical Education on Motor Competence in Children and Adolescents: A Systematic Review and Meta-Analysis

The Implicit Contribution of Fine Motor Skills to Mathematical Insight in Early Childhood

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