Early Visual-Spatial Integration Skills Predict Elementary School Achievement Among Low-Income, Ethnically Diverse Children.
Saved in:
| Title: | Early Visual-Spatial Integration Skills Predict Elementary School Achievement Among Low-Income, Ethnically Diverse Children. |
|---|---|
| Authors: | Greenburg, Jordan E.1 (AUTHOR) jgreenbu@gmu.edu, Carlson, Abby G.2 (AUTHOR), Kim, Helyn3 (AUTHOR), Curby, Timothy W.1 (AUTHOR), Winsler, Adam1 (AUTHOR) |
| Source: | Early Education & Development. Feb-Mar2020, Vol. 31 Issue 2, p234-252. 19p. |
| Subject Terms: | *Academic achievement, *Elementary schools, *Fine motor ability, *Readiness for school, *Motor ability, *Grade levels |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 141290811 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Early Visual-Spatial Integration Skills Predict Elementary School Achievement Among Low-Income, Ethnically Diverse Children. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Greenburg%2C+Jordan+E%2E%22">Greenburg, Jordan E.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jgreenbu@gmu.edu</i><br /><searchLink fieldCode="AR" term="%22Carlson%2C+Abby+G%2E%22">Carlson, Abby G.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kim%2C+Helyn%22">Kim, Helyn</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Curby%2C+Timothy+W%2E%22">Curby, Timothy W.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Winsler%2C+Adam%22">Winsler, Adam</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Education+%26+Development%22">Early Education & Development</searchLink>. Feb-Mar2020, Vol. 31 Issue 2, p234-252. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Fine+motor+ability%22">Fine motor ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Readiness+for+school%22">Readiness for school</searchLink><br />*<searchLink fieldCode="DE" term="%22Motor+ability%22">Motor ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Grade+levels%22">Grade levels</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=141290811 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10409289.2019.1636353 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 234 Subjects: – SubjectFull: Academic achievement Type: general – SubjectFull: Elementary schools Type: general – SubjectFull: Fine motor ability Type: general – SubjectFull: Readiness for school Type: general – SubjectFull: Motor ability Type: general – SubjectFull: Grade levels Type: general Titles: – TitleFull: Early Visual-Spatial Integration Skills Predict Elementary School Achievement Among Low-Income, Ethnically Diverse Children. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Greenburg, Jordan E. – PersonEntity: Name: NameFull: Carlson, Abby G. – PersonEntity: Name: NameFull: Kim, Helyn – PersonEntity: Name: NameFull: Curby, Timothy W. – PersonEntity: Name: NameFull: Winsler, Adam IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb-Mar2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 10409289 Numbering: – Type: volume Value: 31 – Type: issue Value: 2 Titles: – TitleFull: Early Education & Development Type: main |
| ResultId | 1 |
