View Item 

Show simple item record

Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement
dc.contributor.authorCameron, Claire E.en_US
dc.contributor.authorBrock, Laura L.en_US
dc.contributor.authorMurrah, William M.en_US
dc.contributor.authorBell, Lindsay H.en_US
dc.contributor.authorWorzalla, Samantha L.en_US
dc.contributor.authorGrissmer, Daviden_US
dc.contributor.authorMorrison, Frederick J.en_US
dc.date.accessioned2012-08-09T14:54:46Z
dc.date.available2013-09-03T15:38:27Zen_US
dc.date.issued2012-07en_US
dc.identifier.citationCameron, Claire E.; Brock, Laura L.; Murrah, William M.; Bell, Lindsay H.; Worzalla, Samantha L.; Grissmer, David; Morrison, Frederick J. (2012). "Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement." Child Development 83(4). <http://hdl.handle.net/2027.42/92367>en_US
dc.identifier.issn0009-3920en_US
dc.identifier.issn1467-8624en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/92367
dc.publisherBlackwell Publishing Ltden_US
dc.publisherWiley Periodicals, Inc.en_US
dc.titleFine Motor Skills and Executive Function Both Contribute to Kindergarten Achievementen_US
dc.typeArticleen_US
dc.rights.robotsIndexNoFollowen_US
dc.subject.hlbsecondlevelPsychologyen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumUniversity of Michiganen_US
dc.contributor.affiliationotherCollege of Charlestonen_US
dc.contributor.affiliationotherUniversity of Virginia, Center for Advanced Study of Teaching and Learningen_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/92367/1/j.1467-8624.2012.01768.x.pdf
dc.identifier.doi10.1111/j.1467-8624.2012.01768.xen_US
dc.identifier.sourceChild Developmenten_US
dc.identifier.citedreferenceRivière, J., Lécuyer, R., & Hickmann, M. ( 2009 ). Early locomotion and the development of spatial language: Evidence from young children with motor impairments. European Journal of Developmental Psychology, 6, 548 – 566.en_US
dc.identifier.citedreferenceO’Donnell, P. A., & Eisenson, J. ( 1969 ). Delacato training for reading achievement and visual‐motor integration. Journal of Learning Disabilities, 2, 441 – 447.en_US
dc.identifier.citedreferencePianta, R. C., Cox, M. J., & Snow, K. L. ( 2007 ). School readiness and the transition to kindergarten in the era of accountability. Baltimore: Brookes.en_US
dc.identifier.citedreferenceRapport, M. D., Bolden, J., Kofler, M. J., Sarver, D. E., Raiker, J. S., & Alderson, R. M. ( 2009 ). Hyperactivity in boys with attention‐deficit/hyperactivity disorder (ADHD): A ubiquitous core symptom or manifestation of working memory deficits? Journal of Abnormal Child Psychology, 37, 521 – 534.en_US
dc.identifier.citedreferenceRimm‐Kaufman, S. E., Pianta, R. C., & Cox, M. J. ( 2000 ). Teachers’ judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15, 147 – 166.en_US
dc.identifier.citedreferenceRoth, M., McCaul, E., & Barnes, K. ( 1993 ). Who becomes an “at‐risk” student? The predictive value of a kindergarten screening battery. Exceptional Children, 59, 348 – 358.en_US
dc.identifier.citedreferenceSchafer, J. L., & Graham, J. W. ( 2002 ). Missing data: Our view of the state of the art. Psychological Methods, 7, 147 – 177.en_US
dc.identifier.citedreferenceShonkoff, J. P., & Phillips, D. A. ( 2000 ). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.en_US
dc.identifier.citedreferenceSimner, M. L. ( 1982 ). Printing errors in kindergarten and the prediction of academic performance. Journal of Learning Disabilities, 15, 155 – 159.en_US
dc.identifier.citedreferenceSon, S.‐H., & Meisels, S. J. ( 2006 ). The relationship of young children’s motor skills to later reading and math achievement. Merrill-Palmer Quarterly, 52, 755 – 778.en_US
dc.identifier.citedreferenceSortor, J. M., & Kulp, M. T. ( 2003 ). Are the results of the Beery‐Buktenica Developmental Test of Visual‐Motor Integration and its subtests related to achievement test scores? Optometry and Vision Science: Official Publication of the American Academy of Optometry, 80, 758 – 763.en_US
dc.identifier.citedreferenceSoska, K. C., Adolph, K. E., & Johnson, S. P. ( 2010 ). Systems in development: Motor skill acquisition facilitates three‐dimensional object completion. Developmental Psychology, 46, 129 – 138.en_US
dc.identifier.citedreferenceStevenson, H. W., & Newman, R. S. ( 1986 ). Long‐term prediction of achievement and attitudes in mathematics and reading. Child Development, 57, 646 – 659.en_US
dc.identifier.citedreferenceSugden, D., Kirby, A., & Dunford, C. ( 2008 ). Issues surrounding children with developmental coordination disorder. International Journal of Disability, Development & Education, 55, 173 – 187.en_US
dc.identifier.citedreferenceTaylor Kulp, M. ( 1999 ). Relationship between visual motor integration skill and academic performance in kindergarten through third grade. Optometry and Vision Science: Official Publication of the American Academy of Optometry, 76, 159 – 163.en_US
dc.identifier.citedreferenceWillcock, E., Imuta, K., & Hayne, H. ( 2011 ). Children’s human figure drawings do not measure intellectual ability. Journal of Experimental Child Psychology, 110, 444 – 542.en_US
dc.identifier.citedreferenceWilliams, J. H. G., Whiten, A., & Singh, T. ( 2004 ). A systematic review of action imitation in autistic spectrum disorder. Journal of Autism & Developmental Disorders, 34, 285 – 299.en_US
dc.identifier.citedreferenceWillingham, D. B. ( 1998 ). A neuropsychological theory of motor skill learning. Psychological Review, 105, 558 – 584.en_US
dc.identifier.citedreferenceWolff, P. H., Gunnoe, C., & Cohen, C. ( 1985 ). Neuromotor maturation and psychological performance: A developmental study. Developmental Medicine and Child Neurology, 27, 344 – 354.en_US
dc.identifier.citedreferenceWolfgang, C. H., Stannard, L. L., & Jones, I. ( 2003 ). Advanced constructional play with LEGOs among preschoolers as a predictor of later school achievement in mathematics. Early Child Development & Care, 173, 467 – 475.en_US
dc.identifier.citedreferenceWoodcock, R. W., McGrew, K. S., & Mather, N. ( 2001 ). Woodcock‐Johnson III Tests of Achievement. Itasca, IL: Riverside.en_US
dc.identifier.citedreferenceZelazo, P. R. ( 1984 ). “Learning to walk”: Recognition of higher order influences? Advances in Infancy Research, 3, 251 – 256.en_US
dc.identifier.citedreferenceZelazo, P. D., Carter, A., Reznick, J. S., & Frye, D. ( 1997 ). Early development of executive function: A problem‐solving framework. Review of General Psychology, 1, 198 – 226.en_US
dc.identifier.citedreferenceBart, O., Hajami, D., & Bar‐Haim, Y. ( 2007 ). Predicting school adjustment from motor abilities in kindergarten. Infant & Child Development, 16, 597 – 615.en_US
dc.identifier.citedreferenceBerger, S. E. ( 2010 ). Locomotor expertise predicts infants’ perseverative errors. Developmental Psychology, 46, 326 – 336.en_US
dc.identifier.citedreferenceBest, J. R., & Miller, P. H. ( 2010 ). A developmental perspective on executive function. Child Development, 81, 1641 – 1660.en_US
dc.identifier.citedreferenceBoudreau, J. P., & Bushnell, E. W. ( 2000 ). Spilling thoughts: Configuring attentional resources in infants’ goal‐directed actions. Infant Behavior & Development, 23, 543 – 566.en_US
dc.identifier.citedreferenceBredekamp, S., & Copple, C. ( 1997 ). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children.en_US
dc.identifier.citedreferenceBremner, J. G., & Morse, R. ( 2000 ). Relations between drawing cubes and copying line diagrams of cubes in 7‐ to 10‐year‐old children. Child Development, 71, 621.en_US
dc.identifier.citedreferenceBrooks, R., & Goldstein, S. ( 2007 ). Raising a self‐disciplined child: Help your child become more responsible, confident, and resilient. New York: McGraw‐Hill.en_US
dc.identifier.citedreferenceBurrage, M. S., Cameron Ponitz, C., McCready, E. A., Shah, P., Sims, B. C., Jewkes, A. M., et al. ( 2008 ). Age‐ and schooling‐related effects on executive functions in young children: A natural experiment. Child Neuropsychology, 14, 510 – 524.en_US
dc.identifier.citedreferenceBurton, A. W., & Rodgerson, R. W. ( 2001 ). New perspectives on the assessment of movement skills and motor abilities. Adapted Physical Activity Quarterly, 18, 347 – 365.en_US
dc.identifier.citedreferenceCameron Ponitz, C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. ( 2009 ). A structured observation of behavioral self‐regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45, 605 – 619.en_US
dc.identifier.citedreferenceCampos, J. J., Kermoian, R., & Zumbahlen, M. R. ( 1992 ). Socioemotional transformations in the family system following infant crawling onset. In N. Eisenberg & R. A. Fabes (Eds.), Emotion and its regulation in early development (pp. 25 – 40 ). San Francisco: Jossey‐Bass.en_US
dc.identifier.citedreferenceChappell, P. A., & Steitz, J. A. ( 1993 ). Young children’s human figure drawings and cognitive development. Perceptual and Motor Skills, 76, 611 – 617.en_US
dc.identifier.citedreferenceCurby, T. W., Rimm‐Kaufman, S. E., & Cameron Ponitz, C. ( 2009 ). Teacher‐child interactions and children’s achievement trajectories across kindergarten and first grade. Journal of Educational Psychology, 101, 912 – 925.en_US
dc.identifier.citedreferenceDaly, C. J., Kelley, G. T., & Krauss, A. ( 2003 ). Relationship between visual‐motor integration and handwriting skills of children in kindergarten: A modified replication study. American Journal of Occupational Therapy, 57, 459 – 462.en_US
dc.identifier.citedreferenceDiamond, A. ( 2000 ). Close interrelation of motor development and cognitive development and of the cerebellum and prefrontal cortex. Child Development, 71, 44 – 56.en_US
dc.identifier.citedreferenceDuckworth, A. L., & Seligman, M. E. P. ( 2005 ). Self‐discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16, 939 – 944.en_US
dc.identifier.citedreferenceDuncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., et al. ( 2007 ). School readiness and later achievement. Developmental Psychology, 43, 1428 – 1446.en_US
dc.identifier.citedreferenceEntwisle, D. R., Alexander, K. L., & Olson, L. S. ( 2005 ). First grade and educational attainment by age 22: A new story. American Journal of Sociology, 110, 1458 – 1502.en_US
dc.identifier.citedreferenceGrissmer, D., & Eiseman, E. ( 2008 ). Can gaps in the quality of early environments and non‐cognitive skills help explain persisting Black‐White achievement gaps? In J. Waldfogel & K. Magnuson (Eds.), Stalled progress: Inequality and the black‐white test score gap (pp. 139 – 180 ). New York: Russell Sage Foundation.en_US
dc.identifier.citedreferenceGrissmer, D., Grimm, K. J., Aiyer, S. M., Murrah, W. M., & Steele, J. S. ( 2010 ). Fine motor skills and early comprehension of the world: Two new school readiness indicators. Developmental Psychology, 46, 1008 – 1017.en_US
dc.identifier.citedreferenceHeckman, J. L., Stixrud, J., & Urzua, S. ( 2006 ). The effects of cognitive and noncognitive abilities on labor market outcomes and social behavior. Journal of Labor Economics, 24, 411 – 482.en_US
dc.identifier.citedreferenceHoltzer, R., Friedman, R., Lipton, R. B., Katz, M., Xue, X., & Verghese, J. ( 2007 ). The relationship between specific cognitive functions and falls in aging. Neuropsychology, 21, 540 – 548.en_US
dc.identifier.citedreferenceJohnson, L. J., Gallagher, R. J., Cook, M., & Wong, P. ( 1995 ). Critical skills for kindergarten: Perceptions from kindergarten teachers. Journal of Early Intervention, 19, 315 – 327.en_US
dc.identifier.citedreferenceKavale, K., & Mattson, P. D. ( 1983 ). “One jumped off the balance beam”: Meta‐analysis of perceptual motor training. Journal of Learning Disabilities, 16, 165 – 173.en_US
dc.identifier.citedreferenceKephart, N. C. ( 1964 ). Perceptual‐motor aspects of learning disabilities. Exceptional Children, 31, 201 – 206.en_US
dc.identifier.citedreferenceLawrence, V., Houghton, S., Tannock, R., Douglas, G., Durkin, K., & Whiting, K. ( 2002 ). ADHD outside the laboratory: Boys’ executive function performance on tasks in videogame play and on a visit to the zoo. Journal of Abnormal Child Psychology, 30, 447 – 462.en_US
dc.identifier.citedreferenceLillard, A. S. ( 2005 ). Montessori: The science behind the genius. New York: Oxford University Press.en_US
dc.identifier.citedreferenceLivesey, D., Keen, J., Rouse, J., & White, F. ( 2006 ). The relationship between measures of executive function, motor performance and externalising behaviour in 5‐ and 6‐year‐old children. Human Movement Science, 25, 50 – 64.en_US
dc.identifier.citedreferenceStanovich, K. E. ( 2008 ). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Journal of Education, 189, 23 – 55.en_US
dc.identifier.citedreferenceLuo, Z., Jose, P. E., Huntsinger, C. S., & Pigott, T. D. ( 2007 ). Fine motor skills and mathematics achievement in East Asian American and European American kindergartners and first graders. British Journal of Developmental Psychology, 25, 595 – 614.en_US
dc.identifier.citedreferenceMarr, D., Cermak, S., Cohn, E. S., & Henderson, A. ( 2003 ). Fine motor activities in Head Start and kindergarten classrooms. American Journal of Occupational Therapy, 57, 550 – 557.en_US
dc.identifier.citedreferenceMather, N., & Woodcock, R. W. ( 2001 ). Examiner’s manual Woodcock‐Johnson III Tests of Achievement. Itasca, IL: Riverside.en_US
dc.identifier.citedreferenceMatthews, J. S., Cameron Ponitz, C., & Morrison, F. J. ( 2009 ). Early gender differences in self‐regulation and academic achievement. Journal of Educational Psychology, 101, 689 – 704.en_US
dc.identifier.citedreferenceMazzocco, M. l. M. M., & Kover, S. T. ( 2007 ). A longitudinal assessment of executive function skills and their association with math performance. Child Neuropsychology, 13, 18 – 45.en_US
dc.identifier.citedreferenceMcClelland, M. M., Acock, A. C., & Morrison, F. J. ( 2006 ). The impact of kindergarten learning‐related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21, 471 – 490.en_US
dc.identifier.citedreferenceMcClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. ( 2007 ). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43, 947 – 959.en_US
dc.identifier.citedreferenceMcPhillips, M., & Jordan‐Black, J.‐A. ( 2007 ). The effect of social disadvantage on motor development in young children: A comparative study. Journal of Child Psychology and Psychiatry, 48, 1214 – 1222.en_US
dc.identifier.citedreferenceMedwell, J., Strand, S., & Wray, D. ( 2007 ). The role of handwriting in composing for Y2 children. Journal of Reading, Writing, and Literacy, 2, 11 – 21.en_US
dc.identifier.citedreferenceMeisels, S. J., Marsden, D. B., Wiske, M. S., & Henderson, L. W. ( 1997 ). Early Screening Inventory–Revised. New York: Pearson Early Learning.en_US
dc.identifier.citedreferenceMeisels, S. J., Wiske, M. S., & Tivnan, T. ( 1984 ). Predicting school performance with the Early Screening Inventory. Psychology in the Schools, 21, 25 – 33.en_US
dc.identifier.citedreferenceMorrison, F. J., Cameron Ponitz, C., & McClelland, M. M. ( 2010 ). Self‐regulation and academic achievement in the transition to school. In S. D. Calkins & M. A. Bell (Eds.), Child development at the intersection of emotion and cognition (pp. 203 – 224 ). Washington, DC: American Psychological Association.en_US
dc.identifier.citedreferenceMurrah, W. M. ( 2010 ). Comparing self‐regulatory and early academic skills as predictors of later math, reading, and science elementary school achievement. Doctoral dissertation, University of Virginia, Charlottesville.en_US
dc.identifier.citedreferenceMuthén, B. O., & Muthén, L. K. ( 2009 ). Mplus (Version 5.2). Los Angeles: Muthén & Muthén.en_US
dc.identifier.citedreferenceNijenhuis, J. t., & van der Flier, H. ( 2002 ). The correlation of g with attentional and perceptual‐motor ability tests. Personality & Individual Differences, 33, 287.en_US
dc.owningcollnameInterdisciplinary and Peer-Reviewed


Files in this item

Name:
j.1467-8624.2012.01768.x.pdf
Size:
128.4KB
Format:
PDF
View/Open

Show simple item record

Remediation of Harmful Language

The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.

Accessibility

If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.