Children’s fine motor skills in kindergarten predict reading in grade 1
Bibliographic Data
| ID | 12137754 |
|---|---|
| Authors | Sebastian P Suggate (0000-0002-7755-068X, University of Regensburg, corresponding author), Eva Pufke (University of Regensburg), Heidrun Stoeger (0000-0002-0426-2804, University of Regensburg) |
| Year | 2019 |
| Volume | 47 |
| Pages | 248-258 |
| Publication date | 2019-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2018.12.015 |
| OpenAlex | W2910260011 |
| Language | EN |
| Citations received | 16 |
| References cited | 57 |
Cognitive psychology · Developmental psychology · Handwriting · Linguistics · Motor skill · Reading (process · Structural equation modeling · Vocabulary · Children's Physical and Motor Development · Computer Science · Psychology · Reading and Literacy Development · Writing and Handwriting Education
When Fine is Large and Gross is Small
Eye movements in natural silent reading and their motor and cognitive correlates
Artistic practice in Waldorf teacher education
Manual dexterity predicts phonological decoding speed in typical reading adults
Can early schooling at age 2 narrow the gaps in child development? Evidence from the French Elfe cohort
Fine motor and executive functioning skills predict maths and spelling skills at the start of kindergarten
Linking fine motor skills with theory of mind in school-age children
Research progress on the relationship between fine motor skills and academic ability in children
Literacy learning in early Chinese-English bilinguals
Beyond the Classroom
Impact of Psycho-Educational Activities on Visual-Motor Integration, Fine Motor Skills and Name Writing among First Graders
From Scribbles to Script
The Relationship between Young Children’s Graphomotor Skills and Their Environment
Iconic gestures on L1 vocabulary acquisition in kindergarteners
Screen media are associated with fine motor skill development in preschool children
Cutting It Too Fine? The Factor Structure of Fine Motor Skills From Ages 5 to 10 Years
The growth of logical thinking
Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement
Assessment of executive functions
Close Interrelation of Motor Development and Cognitive Development and of the Cerebellum and Prefrontal Cortex
Grounded Cognition: Past, Present, and Future
New developments in latent variable panel analyses of longitudinal data
Child Development and Emergent Literacy
Structural equations modeling
Embodied Language
Action-based language
Brain mechanisms linking language and action
The Precursors of Reading Ability in Young Readers
Decoding, Reading, and Reading Disability
Developing language in a developing body
Do nimble hands make for nimble lexicons? Fine motor skills predict knowledge of embodied vocabulary items
Grounded in the World
Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement
Early puzzle play
Fine motor skills and early comprehension of the world
School readiness and later achievement
School readiness and later achievement
Early reading acquisition and its relation to reading experience and ability 10 years later
Methodology of Social Sciences
Oral language and code-related precursors to reading
The interrelation between cognitive and motor development in typically developing children aged 4-11 years is underpinned by visual processing and fine manual control
| Unique citing works | 16 |
|---|---|
| Citations per year | 2,67 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |