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. 1-19Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0141-0423; 1467-9817
DOI	10.1111/1467-9817.12081
Schlagwörter	Bildungsforschung; Motorik; Motorische Entwicklung; Pädagogische Psychologie; Motorik; Pädagogische Psychologie; Motorische Entwicklung; Bildungsforschung; Grobmotorik; Lesekompetenz; Lesekompetenz; Grobmotorik; Zusammenhang
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. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2017/3