Citation

Cameron CE, Brock LL, Murrah WM, Bell LH, Worzalla SL, Grissmer D, Morrison FJ. Child Dev. 2012; 83(4): 1229-1244.

Affiliation

University of Virginia, Center for Advanced Study of Teaching and Learning College of Charleston University of Michigan.

Copyright

(Copyright © 2012, John Wiley and Sons)

DOI

10.1111/j.1467-8624.2012.01768.x

PMID

22537276

Abstract

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 of kindergarten, and Woodcock-Johnson III Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine motor skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine motor skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improvement from fall to spring. Implications for research on school readiness are discussed.

Language: en