ArticlePloS one2021
Modeling the influence of motor skills on literacy in third grade: Contributions of executive functions and handwriting.
Article in PloS one, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 1 of them a synthesis that pooled it.
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Who cites it
8 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Research progress on the relationship between fine motor skills and academic ability in children: a systematic review and meta-analysis.Frontiers in sports and active living · 2024Pooled it
- Timed and untimed writing and math: shared and differential cognitive predictors in primary school.Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence · 2025Article
- eHealth literacy assessment as a promoter of user adherence in using digital health systems and services. A case study for balance physiotherapy in the TeleRehaB DSS project.Frontiers in digital health · 2025Article
- Relation between motor competence and academic achievement: The mediating role of fitness and cognition in boys and girls.PloS one · 2025Article
- Relationships between Motor Skills and Academic Achievement in School-Aged Children and Adolescents: A Systematic Review.Children (Basel, Switzerland) · 2024Review
- Interpol questioned documents review 2019-2022.Forensic science international. Synergy · 2023Review
- Anticipatory Awareness and Actual Handwriting Performance Measures among Adolescents with Deficient Executive Functions.Children (Basel, Switzerland) · 2022Article
- Visuo-spatial attention deficit in children with reading difficulties.Scientific reports · 2022Article
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Several nonlanguage factors influence literacy development, and motor skills are among those most studied. Despite the publication of several studies that have supported the existence of this relationship, the type of influence and underlying mechanisms have been little explored. Herein, we propose modeling the relationship between motor skills and literacy through structural equation modeling, testing the contribution of executive functions and handwriting skills as the possible mediators of this relationship. In a study of 278 third-grade children, we used a wide range of measures related to written language (reading, spelling, reading comprehension, and written production), fine motor skills (dominant hand, nondominant hand, and bimanual dexterity), executive functions (verbal and visuospatial working memory, inhibition, and shifting), and handwriting. Structural equation modeling of the relationship between these different variables indicated that in the third grade, the influence of fine motor skills on literacy is fully mediated by both executive functions and handwriting skills. These motor skills effects are observed for both low levels of processing (reading, spelling) and high levels of processing (reading comprehension, written production). The results are discussed in terms of the potential mechanisms underlying different literacy skills and their implications for pedagogical programs.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.