We gratefully thank the children and their families, teachers, and research staff who made this study possible. This work was funded by the National Institute of Child Health and Human Development (R01 HD27176) and the National Science Foundation (0111754 and 0815787).
Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement
Article first published online: 26 APR 2012
© 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
Volume 83, Issue 4, pages 1229–1244, July/August 2012
How to Cite
Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D. and Morrison, F. J. (2012), Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement. Child Development, 83: 1229–1244. doi: 10.1111/j.1467-8624.2012.01768.x
- Issue published online: 13 JUL 2012
- Article first published online: 26 APR 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 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.