Early Visual-Spatial Integration Skills Predict Elementary School Achievement among Low-Income, Ethnically Diverse Children

Autor/inn/en	Greenburg, Jordan E.; Carlson, Abby G.; Kim, Helyn; Curby, Timothy W.; Winsler, Adam
Titel	Early Visual-Spatial Integration Skills Predict Elementary School Achievement among Low-Income, Ethnically Diverse Children
Quelle	In: Early Education and Development, 31 (2020) 2, S.234-252 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2019.1636353
Schlagwörter	Spatial Ability; Visual Perception; Psychomotor Skills; Mathematics Tests; Reading Tests; Standardized Tests; Scores; At Risk Students; Low Income; Elementary School Students; Grade 3; Grade 4; Grade 5; Gender Differences; Social Development; Emotional Development; Correlation; Preschool Children; Preschool Education; Intervention; Cognitive Development; School Readiness; Academic Achievement; Florida (Miami) + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Visuelle Wahrnehmung; Psychomotorische Aktivität; Lesetest; Standadised tests; Standardisierter Test; Niedriglohn; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Geschlechterkonflikt; Soziale Entwicklung; Gefühlsbildung; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kognitive Entwicklung; Readiness for school; School ability; Schulreife; Schulleistung
Abstract	Early fine motor ability is significantly associated with later achievement, even after controlling for typical child-level predictors of school outcomes. Previous longitudinal studies have confirmed this but typically have not included low-income, at-risk populations. Research has distinguished two different aspects of fine motor skills: those that involve "integrating" motor information with visual-spatial information (i.e., visual-spatial integration; VSI) and those that rely mainly on coordination (i.e., fine motor coordination; FMC). This study examines the differential importance of early fine motor skills, measured during preschool, to later school performance from third through fifth grades, among a large (n = 34,491), primarily low-income, ethnically diverse sample of children. Research Findings: Overall, stronger VSI skills in preschool were associated with significantly better outcomes for children's standardized math and reading test scores in third, fourth, and fifth grades even after controlling for gender, SES, and preschool cognitive, language, and social-emotional skills. FMC was associated with significantly better math outcomes across all three grade levels but was not associated with better reading performance. Practice or Policy: Results indicate that VSI is a good predictor of later school achievement, whereas FMC was not as strongly associated with later achievement. Implications for early childhood intervention are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01