Modeling the influence of motor skills on literacy in third grade: Contributions of executive functions and handwriting

Abstract

Several nonlanguage factors influence literacy development, and motor skills are among those most studied. Despite the publication of several studies that have supported the existence of this relationship, the type of influence and underlying mechanisms have been little explored. Herein, we propose modeling the relationship between motor skills and literacy through structural equation modeling, testing the contribution of executive functions and handwriting skills as the possible mediators of this relationship. In a study of 278 third-grade children, we used a wide range of measures related to written language (reading, spelling, reading comprehension, and written production), fine motor skills (dominant hand, nondominant hand, and bimanual dexterity), executive functions (verbal and visuospatial working memory, inhibition, and shifting), and handwriting. Structural equation modeling of the relationship between these different variables indicated that in the third grade, the influence of fine motor skills on literacy is fully mediated by both executive functions and handwriting skills. These motor skills effects are observed for both low levels of processing (reading, spelling) and high levels of processing (reading comprehension, written production). The results are discussed in terms of the potential mechanisms underlying different literacy skills and their implications for pedagogical programs.

Visuo-spatial attention deficit in children with reading difficulties

“…However, this correlation is sometimes better explained by attentional and working memory functions 49 , 52 , and sometimes manual dexterity does not appear to be related to future reading skills 53 . A possible explanation for these inconsistent results could be the different levels of engagement of visuo-attentional mechanisms involved in the specific experimental tasks 54 .…”

Interpol questioned documents review 2019–2022

“…A study from Mainland China [ 38 ] aimed to develop a tool to assess the handwriting ability of children aged five-six years old and to analyze its reliability and validity. Le et al proposed modeling the relationship between motor skills and literacy on third-grade children through structural equation modeling; results indicated that in the third grade, the influence of fine motor skills on literacy is fully mediated by both executive functions and handwriting skills [ 39 ]. In Hong Kong, Tse et al assessed early handwriting skill in kindergarten children using a Chinese name writing test [ 40 ].…”

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

“…Multiple investigations have delved into the association between GMSs, FMSs, and AAs among children, yielding inconsistent results [ 19 , 20 , 21 ]. 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 ].…”