Suggate, Sebastian P. and Karle, Viktoria L. and Kipfelsberger, Tanja and Stoeger, Heidrun (2023) The effect of fine motor skills, handwriting, and typing on reading development. JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 232: 105674. ISSN 0022-0965, 1096-0457
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Discussions on the contribution of motor skills and processes to learning to read has a long history. Previous work is essentially divided into two separate strands, namely the contributions of fine motor skills (FMS) to reading and the influence of writing versus typing. In the current 2 x 2 x 3 mixed, single-blind, and randomly assigned experiment, we tested both strands together. A total of 87 children learned to decode pseudowords in either typing or writing conditions in which their FMS were either impaired or not. Decoding gains were measured at pretest, posttest, and follow-up, with FMS and working memory included as participant variable predictors. Findings indicated that FMS and working memory pre-dicted decoding gains. Importantly, children performed best when typing if in the impaired FMS condition. Results have implications for motor representation theories of writing and for instruction of children with FMS impairments.(c) 2023 The Author(s). Published by Elsevier Inc. This is an open access article under the CC BY license (http://creativecommons.org/ licenses/by/4.0/).
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | TYPICALLY DEVELOPING-CHILDREN; COGNITIVE-DEVELOPMENT; EXECUTIVE FUNCTION; SCHOOL READINESS; LOW-INCOME; PRESCHOOL; PERFORMANCE; COMPREHENSION; ACHIEVEMENT; LANGUAGE; Typing; Writing; Reading; Decoding; Fine motor skills |
| Subjects: | 300 Social sciences > 370 Education |
| Divisions: | Human Sciences > Institut für Bildungswissenschaft |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 31 Jan 2024 07:28 |
| Last Modified: | 31 Jan 2024 07:28 |
| URI: | https://pred.uni-regensburg.de/id/eprint/59513 |
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