Suggate, Sebastian P orcid.org/0000-0002-7755-068X, Karle, Viktoria L, Kipfelsberger, Tanja et al. (1 more author) (2023) The effect of fine motor skills, handwriting, and typing on reading development. Journal of Experimental Child Psychology. 105674. ISSN 0022-0965
Abstract
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 2 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 followup, with FMS and working memory included as participant variable predictors. Findings indicated that FMS and working memory predicted 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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2023 The Authors |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 14 Apr 2023 08:30 |
Last Modified: | 16 Oct 2024 19:09 |
Published Version: | https://doi.org/10.1016/j.jecp.2023.105674 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1016/j.jecp.2023.105674 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:198197 |
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