Defining the relationship between fine motor visual-spatial integration and reading and spelling

Mohamed, Malikka Begum Habib; O’Brien, Beth A.

doi:10.1007/s11145-021-10165-2

Cited by 13 publications

(11 citation statements)

References 44 publications

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“…Furthermore, a task measuring visual-spatial and graphomotor skills was included. Several studies established the notion, that visual-spatial skills (Bosse and Valdois, 2009;Liu et al, 2016) and graphomotor skills (Pontart et al, 2013;Suggate et al, 2018;Mohamed and O'Brien, 2022) explain variance in spelling and reading. However, our results are not in line with these findings.…”

Section: Discussionmentioning

confidence: 97%

“…A possible reason for the differences in results might lie in the divergence of the specific constructs measured. The studies by Bosse and Valdois (2009) and Liu et al (2016) primarily concentrated on visual-spatial attention, while the works of Pontart et al (2013), Suggate et al (2018), andMohamed andO'Brien (2022) focused specifically on graphomotor skills. In contrast, the measurement used in the current study assesses the visual and motor speed at which a child can draw predetermined symbols into specific shapes, concurrently involving visual discrimination, fine motor skills, and execution speed.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, good graphomotor skills release resources important for spelling performance. Investigations on graphomotor skills showed that these skills explain variance in spelling (Pontart et al, 2013;Mohamed and O'Brien, 2022).…”

Section: Visual Processing Skillsmentioning

confidence: 99%

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Early cognitive predictors of spelling and reading in German-speaking children

Sigmund,

Mehlhase,

Schulte-Körne

et al. 2024

Front. Educ.

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Theoretical backgroundWhile reading and spelling skills often are interconnected in models of literacy development, recent research suggests that the two skills can dissociate and that reading and spelling are associated with at least partly different cognitive predictors. However, previous research on dissociations between reading and spelling skills focused on children who have already mastered the first phases of literacy development. These findings suggest that dissociations are due to distinct deficits in orthographic processing (i.e., unprecise orthographic representations vs. inefficient serial processing). It is therefore unclear whether dissociations already become apparent during the initial stages, or rather emerge later in development. This study aims to enhance the understanding of the predictors of early spelling and reading skills, investigating potential variations, by considering various cognitive factors beyond well-established ones.MethodsData were collected at two time points: cognitive predictors and early reading and spelling skills were assessed at the end of kindergarten (T1) before formal literacy instruction started, and reading and spelling skills were again assessed in Grade 1 (T2). The data analysis included 353 first-grade participants. Linear regression analyses assessed predictive patterns, while logistic regression analyses explained children's likelihood of belonging to different proficiency groups (at-risk or typical skills).ResultsResults revealed phonological processing, letter knowledge, and intelligence, as significant predictors for Spelling in grade 1 (T2), even after adding the autoregressor (Spelling in kindergarten at T1) and the respective other literacy skill (Reading T2). For Reading in grade 1 (T2), phonological processing, and rapid automatized naming (RAN) surfaced as significant predictors after adding the autoregressor (Reading T1). However, only RAN surfaced as a significant predictor for Reading T2 after adding the respective other literacy skill (Spelling T2). In line with these findings, logistic regression analyses revealed that phonological processing predicted group allocation for Spelling T2 and RAN predicted group allocation for Reading T2.ConclusionsOverall, the study underscores the importance of phonological processing and letter knowledge as early predictors of spelling and reading skills in Grade 1. Moreover, intelligence is identified as a predictor for early spelling, while rapid automatized naming (RAN) emerges as a predictor for early reading.

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

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Early cognitive predictors of spelling and reading in German-speaking children

Sigmund,

Mehlhase,

Schulte-Körne

et al. 2024

Front. Educ.

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“…More specifically, gross motor skills have been found to be pivotal for social engagement ( Bart et al, 2007 ; Escolano-Pérez et al, 2020 ), as well as academic skills such as math and reading ( Donnelly et al, 2016 ; Ricciardi et al, 2021 ). Fine motor skills, such as visuo-motor and visuo-spatial integration skills, have been consistently associated with performance on literacy and math tests ( Carlson et al, 2013 ; Chang and Gu, 2018 ; McClelland and Cameron, 2019 ; Suggate et al, 2019 ; Chandler et al, 2021 ; Mohamed and O’Brien, 2021 ). Several mechanisms have been proposed to explain the established links between pre-school motor skills and later school outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…First, the automaticity hypothesis posits that being more competent in a certain skill results in a more automatic execution of that skill, thereby freeing up attentional resources for other demanding tasks ( Floyer-Lea and Matthews, 2004 ). Furthermore, the functionalism view entails that the better a child has developed its motor skills, the more it can benefit from environmental affordances, opening up a whole array of new learning opportunities ( Mohamed and O’Brien, 2021 ). Both mechanisms suggest that well-developed motor skills equip a child with essential assets for learning.…”

Section: Introductionmentioning

confidence: 99%

Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes

et al. 2021

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A promising approach for studying school readiness involves a person-centered approach, aimed at exploring how functioning in diverse developmental domains conjointly affects children’s school outcomes. Currently, however, a systematic understanding lacks of how motor skills, in conjunction with other school readiness skills, affect a child’s school outcomes. Additionally, little is known about longitudinal associations of school readiness with non-academic (e.g., socioemotional) school outcomes. Therefore, we examined the school readiness skills of a sample of Dutch children (N = 91) with a mean age of 3 years and 4 months (46% girls). We used a multi-informant test battery to assess children’s school readiness in terms of executive functions (EFs), language and emergent literacy, motor skills, and socioemotional behavior. During the spring term of a child’s first grade year, we collected academic and non-academic (i.e., EFs, motor skills, socioemotional- and classroom behavior, and creative thinking) school outcomes. A latent profile analysis revealed four distinct profiles. Children in the “Parent Positive” (29%) profile were rated positively by their parents, and performed variably on motor and language/emergent literacy skills tests. The second profile–“Multiple Strengths” (13%)–consisted of children showing strengths in multiple domains, especially with respect to motor skills. Children from the third profile–“Average Performers” (50%)–did not show any distinct strengths or weaknesses, rather displayed school readiness skill levels close to, or just below the sample mean. Finally, the “Parental Concern” (8%) profile was characterized by high levels of parental concerns, while displaying slightly above average performance on specific motor and language skills. Motor skills clearly distinguished between profiles, next to parent-rated EFs and socioemotional behavior, and to a lesser extent emergent literacy skills. School readiness profiles were found to differ in mean scores on first grade academic achievement, parent- and teacher-rated EFs, motor skills, parent-rated socioemotional functioning, and pre-requisite learning skills. The pattern of mean differences was complex, suggesting that profiles could not be ranked from low to high in terms of school outcomes. Longitudinal studies are needed to disentangle the interaction between emerging school readiness of the child and the surrounding context.

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Exploring the writing-reading connection among Arabic-speaking kindergarten children: the role of fine motor skills and orthographic knowledge

Khoury-Metanis

Khateb

2022

Read Writ

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Defining the relationship between fine motor visual-spatial integration and reading and spelling

Cited by 13 publications

References 44 publications

Early cognitive predictors of spelling and reading in German-speaking children

Early cognitive predictors of spelling and reading in German-speaking children

Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes

Exploring the writing-reading connection among Arabic-speaking kindergarten children: the role of fine motor skills and orthographic knowledge

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