ERIC Number: EJ1165923
Record Type: Journal
Publication Date: 2018-Feb
Abstractor: As Provided
Do Fine Motor Skills Contribute to Early Reading Development?
Suggate, Sebastian; Pufke, Eva; Stoeger, Heidrun
Journal of Research in Reading, v41 n1 p1-19 Feb 2018
Background: Little is known about how fine motor skills (FMS) relate to early literacy skills, especially over and above cognitive variables. Moreover, a lack of distinction between FMS, grapho-motor and writing skills may have hampered previous work. Method: In Germany, kindergartners (n = 144, aged 6;1) were recruited before beginning formal reading instruction and were administered a host of FMS, early reading skills and cognitive measures. Results: Analyses indicate that FMS related less strongly than grapho-motor skills to emergent literacy skills. Controlling for grapho-motor and cognitive skills, FMS did not generally explain unique variance in emergent literacy skills. Conclusions: The link between reading and motor skills is highly differential. Findings did not suggest that pure FMS played a significant role in early reading development, however, its close cousin grapho-motor skills--even when devoid of the cognitive knowledge of letters--did.
Descriptors: Psychomotor Skills, Early Reading, Reading Achievement, Emergent Literacy, Cognitive Ability, Kindergarten, Reading Instruction, Cognitive Tests, Schematic Studies, Achievement Gains, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A