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Direct linkSebastian P. Suggate; Viktoria Karle; Heidrun Stoeger – Child Development, 2025
Fine motor skills (FMS) have been intensely studied in developmental contexts, with little attention to their empirical structure and developmental changes. We tested the factor structure of FMS on 5- to 10 year old children in two cohorts from 2020 to 2023, beginning in kindergarten and grade 2 and followed up 1 year later (n = 240 and 310, 49.7%…
Descriptors: Psychomotor Skills, Motor Development, Kindergarten, Grade 1
Kim, Helyn; Duran, Chelsea A. K.; Cameron, Claire E.; Grissmer, David – Child Development, 2018
This study explored transactional associations among visuomotor integration, attention, fine motor coordination, and mathematics skills in a diverse sample of one hundred thirty-five 5-year-olds (kindergarteners) and one hundred nineteen 6-year-olds (first graders) in the United States who were followed over the course of 2 school years.…
Descriptors: Child Development, Visual Perception, Psychomotor Skills, Attention
Erickson, Jane E.; Keil, Frank C.; Lockhart, Kristi L. – Child Development, 2010
To what extent do children understand that biological processes fall into 1 coherent domain unified by distinct causal principles? In Experiments 1 and 2 (N = 125) kindergartners are given triads of biological and psychological processes and asked to identify which 2 members of the triad belong together. Results show that 5-year-olds correctly…
Descriptors: Biology, Psychology, Kindergarten, Task Analysis
Clark, Caron A. C.; Sheffield, Tiffany D.; Wiebe, Sandra A.; Espy, Kimberly A. – Child Development, 2013
Executive control (EC) is related to mathematics performance in middle childhood. However, little is known regarding how EC and informal numeracy differentially support mathematics skill acquisition in preschoolers. A sample of preschoolers (115 girls, 113 boys), stratified by social risk, completed an EC task battery at 3 years, informal numeracy…
Descriptors: Executive Function, Self Control, Mathematics Achievement, Numeracy
Cameron, Claire E.; Brock, Laura L.; Murrah, William M.; Bell, Lindsay H.; Worzalla, Samantha L.; Grissmer, David; Morrison, Frederick J. – Child Development, 2012
This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds' (n = 213) fine and gross motor skills were assessed in a home visit before kindergarten, EF was measured at fall…
Descriptors: Academic Achievement, School Readiness, Kindergarten, Home Visits
Boets, Bart; Vandermosten, Maaike; Cornelissen, Piers; Wouters, Jan; Ghesquiere, Pol – Child Development, 2011
Evidence suggests that sensitivity to coherent motion (CM) is related to reading, but its role in the etiology of developmental dyslexia remains unclear. In this longitudinal study, CM sensitivity was measured in 31 children at family risk for dyslexia and 31 low-risk controls. Children, diagnosed with dyslexia in third grade (mean age = 8 years 3…
Descriptors: Longitudinal Studies, Dyslexia, Motion, Etiology
LeFevre, Jo-Anne; Fast, Lisa; Skwarchuk, Sheri-Lynn; Smith-Chant, Brenda L.; Bisanz, Jeffrey; Kamawar, Deepthi; Penner-Wilger, Marcie – Child Development, 2010
A model of the relations among cognitive precursors, early numeracy skill, and mathematical outcomes was tested for 182 children from 4.5 to 7.5 years of age. The model integrates research from neuroimaging, clinical populations, and normal development in children and adults. It includes 3 precursor pathways: quantitative, linguistic, and spatial…
Descriptors: Numeracy, Cognitive Processes, Longitudinal Studies, Mathematics Achievement
