The effect of fine and grapho-motor skill demands on preschoolers’ decoding skill

Suggate, Sebastian; Pufke, Eva; Stoeger, Heidrun

doi:10.1016/j.jecp.2015.07.012

Cited by 38 publications

(47 citation statements)

References 52 publications

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“…The current findings are consistent with the idea that FMS play all but a limited role in the prediction of kindergarten emergent literacy skills, once distinctions with grapho‐motor skills are made. In this group of children, consistent with recent experimental evidence (Suggate et al, 2016a), it seems that grapho‐motor skills are the more important precursors to early reading development. Although this finding may initially seem trivial, it is important to reconsider the definition of grapho‐motor skills in this study, which was defined as pencil operation skills without cognitive knowledge of letters.…”

Section: Discussionsupporting

confidence: 90%

“…Cohn, & Henderson, 2003) and cultural differences (Luo et al, 2007), whereby particular familial or cultural settings provide generally more stimulating environments that foster both FMS and cognitive or academic skills. A fourth line of work that has emerged in recent years points to the grounded nature of cognition (Glenberg & Gallese, 2011;Thelen, 2000) and speculates that representations anchored in sensory experience, and hence motor skill, enjoy processing advantages (Siakaluk, Pexman, Aguilera, Owen, & Sears, 2006;Suggate, Pufke, & Stoeger, 2016a;Suggate & Stoeger, 2014).…”

Section: Fine Motor Skills and Cognitive Developmentmentioning

confidence: 99%

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Do fine motor skills contribute to early reading development?

Suggate

Pufke

Stoeger

2016

Journal Research in Reading

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Section: Discussionsupporting

confidence: 90%

Section: Fine Motor Skills and Cognitive Developmentmentioning

confidence: 99%

Do fine motor skills contribute to early reading development?

Suggate

Pufke

Stoeger

2016

Journal Research in Reading

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“…This adds to the emerging field of embodied numerosity (Domahs et al., ; Moeller et al., ) that suggests an association between finger representations and numerical processing, not just at a behavioral but also at a neural level (Andres et al., ). Especially in light of research on associations between FMS and other variables such as reading or cognitive abilities (Suggate et al., ; Suggate & Stoeger, , ), this study therefore highlights the importance of supporting fine motor development in preschool children.…”

Section: Resultsmentioning

confidence: 67%

“…Moreover, although previous studies highlight the importance of considering the specific FMS construct that is measured (e.g., Suggate, Pufke, & Stoeger, ), the FMS measures used in previous studies analyzing links between FMS and mathematical skills were not comparable. For example, Penner‐Wilger et al.…”

Section: Introductionmentioning

confidence: 98%

Counting on fine motor skills: links between preschool finger dexterity and numerical skills

Fischer

Suggate

Schmirl

et al. 2017

Developmental Science

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Finger counting is widely considered an important step in children's early mathematical development. Presumably, children's ability to move their fingers during early counting experiences to aid number representation depends in part on their early fine motor skills (FMS). Specifically, FMS should link to children's procedural counting skills through consistent repetition of finger-counting procedures. Accordingly, we hypothesized that (a) FMS are linked to early counting skills, and (b) greater FMS relate to conceptual counting knowledge (e.g., cardinality, abstraction, order irrelevance) via procedural counting skills (i.e., one-one correspondence and correctness of verbal counting). Preschool children (N = 177) were administered measures of procedural counting skills, conceptual counting knowledge, FMS, and general cognitive skills along with parent questionnaires on home mathematics and fine motor environment. FMS correlated with procedural counting skills and conceptual counting knowledge after controlling for cognitive skills, chronological age, home mathematics and FMS environments. Moreover, the relationship between FMS and conceptual counting knowledge was mediated by procedural counting skills. Findings suggest that FMS play a role in early counting and therewith conceptual counting knowledge.

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“…In an earlier study (Suggate and Pufke et al . ) writing letters was shown to be more effective in literacy acquisition than pointing at letters, confirming that implicit transfer from spelling to reading is higher than from reading to spelling.…”

Section: Introductionmentioning

confidence: 69%

Identifying and remediating dyslexia in the Reception year, a new possibility?

Montgomery¹

2017

Support for Learning

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Research has shown that dyslexics have an inability to establish soundsymbol correspondence, phonological awareness and alphabetic knowledge by the normal teaching methods used in schools. In new research with Reception year children, ages 4 and 5 years, it was found that 90 per cent on entry to 8 Reception classes had not established sound to symbol correspondence. Five months later, despite the normal daily teaching of reading and writing skills, one third of children had still not 'cracked the alphabetic code'. Reports were sent to the teachers identifying each child's level of skill in handwriting and spelling with suggestions for specific interventions to promote the learning of sounds and their symbols. On entry into Year 2, in a 10 minute writing test, it was found that all the shildren had now developed sound-symbol knowledge. At the end of Key Stage 1 the national SATs results showed that the disadvantaged groups in the project schools had raised their performance by 30 per cent in literacy above previous years and the already high perfoorming group had improved by 10 per cent. One dyslexic was identified in the Year 2 test by a need for word-building teaching.

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The effect of fine and grapho-motor skill demands on preschoolers’ decoding skill

Cited by 38 publications

References 52 publications

Do fine motor skills contribute to early reading development?

Do fine motor skills contribute to early reading development?

Counting on fine motor skills: links between preschool finger dexterity and numerical skills

Identifying and remediating dyslexia in the Reception year, a new possibility?

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