Fine motor skills predict maths ability better than they predict reading ability in the early primary school years

Pitchford, Nicola J. and Papini, Chiara and Outhwaite, Laura A. and Gulliford, Anthea (2016) Fine motor skills predict maths ability better than they predict reading ability in the early primary school years. Frontiers in Psychology . ISSN 1664-1078

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Abstract

Fine motor skills have long been recognised as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the U.K. Two key findings were revealed. First, despite being in the first two years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the U.K. that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of nonverbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills.

Item Type: Article
Keywords: Fine motor skills; literacy; Maths; executive functions; socio-economic status; early years education
Schools/Departments: University of Nottingham UK Campus > Faculty of Science > School of Psychology
Identification Number: https://doi.org/10.3389/fpsyg.2016.00783
Depositing User: Eprints, Support
Date Deposited: 25 May 2016 10:53
Last Modified: 13 Sep 2016 16:00
URI: http://eprints.nottingham.ac.uk/id/eprint/33491

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