Do Fine Motor Skills Contribute to Early Reading Development?

Autor/inn/en	Suggate, Sebastian; Pufke, Eva; Stoeger, Heidrun
Titel	Do Fine Motor Skills Contribute to Early Reading Development?
Quelle	In: Journal of Research in Reading, 41 (2018) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12081
Schlagwörter	Psychomotor Skills; Early Reading; Reading Achievement; Emergent Literacy; Cognitive Ability; Kindergarten; Reading Instruction; Cognitive Tests; Schematic Studies; Achievement Gains; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Psychomotorische Aktivität; Frühlesen; Leseleistung; Frühleseunterricht; Denkfähigkeit; Leseunterricht; Kognitiver Fähigkeitstest; Schematheorie; Achievement gain; Leistungssteigerung; Ausland; Deutschland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01