The relationship between motor proficiency and reading ability in Year 1 children: a cross-sectional study

Abstract

BackgroundMovement and physical activity is crucial to brain development and has a positive impact on the ability to learn. With children spending a large portion of their time in the school setting, physical activity and the development of motor skills in this environment may not only impact their overall development but may also influence their learning. The aim of this study was to investigate relationships between motor proficiency and reading skills in Year-1 children.MethodsA cross-sectional study with a single class of Year-1 students (n = 24: mean age = 6.07 ± 0.35 years). Assessments included; a) Process Assessment of the Learner (PAL-II) – Diagnostics for Reading and Writing (reading components only); b) Bruininks-Oseretsky-Test-of-Motor-Proficiency (BOT2); c) parent-reported height/weight and; d) Preparatory Year academic reports. The PAL-II was individually administered. The BOT2 was administered in small groups. Parent-reported height and weight measurements as well as Preparatory Year reports provided by the school Principal were obtained for each participant.ResultsSignificant negative relationships were obtained between Year-1 children’s total motor proficiency and silent reading ability (r = −.53 to −.59, p ≤ .01). While not significant for female students, the relationships were significant and strongly correlated for male students (r = −.738 to −.810, p ≤ .001). Children with low-average English grades demonstrated a strong positive relationship between motor proficiency and pre-reading skills, essential to functional reading (r = .664., p = .04 to r = .716, p = .04).ConclusionFor children with low-average English grades, the strong, positive relationship between motor proficiency and pre-reading skills suggests that this population may benefit from additional motor proficiency skills. Blending of motor skills within the English curriculum may benefit both of these sub-groups within a classroom environment.

Relationships between Motor Skills and Academic Achievement in School-Aged Children and Adolescents: A Systematic Review

“…Some studies have indicated a positive correlation between GMSs [22][23][24] and FMSs [25][26][27], and AAs. Conversely, other research revealed no substantial linkage between these motor skills and students' AAs [28][29][30]. By integrating the findings from these studies, we can comprehensively and objectively evaluate the associations between the two motor skill types and AAs among children.…”

AKTUÁLNÍ PROBLÉMY PEDAGOGIKY VE VÝZKUMECH STUDENTŮ DOKTORSKÝCH STUDIJNÍCH PROGRAMŮ XVI: Working Academics Value Excellence for International Teachers.

“…Dosud provedené studie prokazují korelaci mezi kognitivními schopnostmi a úrovní motorických dovedností (obvykle ve vztahu ke čtení, psaní a aritmetice). Tato oblast byla zkoumána především v zahraničí, ve vztahu k prevalenci úspěšnosti dětí v některých vzdělávacích předmětech v průběhu školního vzdělávání (Milne, Cacciotti, Davies, & Orr, 2018). Korelace mezi úrovní jemných motorických dovedností a sebepojetí dítěte v rámci procesu adaptace na novou sociální skupinu -školní třídu a v rámci faktory adaptivního chování, nebyla dosud řešena.…”

Physical activity and movement integrated into the second language teaching from an early age: a systematic review (Actividad física y movimiento integrados en la enseñanza de una segunda lengua desde una edad temprana: una revisión sistemática)

“…Even though there are few studies, a positive correlation exists between PA lessons and academic performance as contrasted with traditional sedentary lessons (Bedard et al, 2019;Norris et al, 2015). In addition, for health benefits, movement and PA have positive effects on brain development and learning ability, as well as facilitating a child's executive function relevant to academic achievement (Milne et al, 2018;Tomporowski et al, 2008). Accordingly, taking into account PA academic lessons as a form of cognitive demand exercise, it is possible as well these lessons can lead to better cognitive and academic performance, in special when these programmes add psychosocial mechanisms, increasing students' motivation and interests for learning (Diamond & Ling, 2016;.…”