Suggate Sebastian, Pufke Eva, Stoeger Heidrun
University of Regensburg, Regensburg, 93053 Regensburg, Germany.
University of Regensburg, Regensburg, 93053 Regensburg, Germany.
J Exp Child Psychol. 2016 Jan;141:34-48. doi: 10.1016/j.jecp.2015.07.012. Epub 2015 Aug 24.
Previous correlational research has found indications that fine motor skills (FMS) link to early reading development, but the work has not demonstrated causality. We manipulated 51 preschoolers' FMS while children learned to decode letters and nonsense words in a within-participants, randomized, and counterbalanced single-factor design with pre- and posttesting. In two conditions, children wrote with a pencil that had a conical shape fitted to the end filled with either steel (impaired writing condition) or polystyrene (normal writing condition). In a third control condition, children simply pointed at the letters with the light pencil as they learned to read the words (pointing condition). Results indicate that children learned the most decoding skills in the normal writing condition, followed by the pointing and impaired writing conditions. In addition, working memory, phonemic awareness, and grapho-motor skills were generally predictors of decoding skill development. The findings provide experimental evidence that having lower FMS is disadvantageous for reading development.
以往的相关性研究已发现一些迹象，表明精细运动技能（FMS）与早期阅读发展有关，但这项研究尚未证明因果关系。我们采用参与者内、随机且平衡的单因素设计，并进行前后测试，在51名学龄前儿童学习解码字母和无意义单词的过程中，对他们的精细运动技能进行了操控。在两种情况下，孩子们使用一种铅笔书写，这种铅笔的末端装有圆锥形填充物，分别填充了钢（书写受损情况）或聚苯乙烯（正常书写情况）。在第三种对照情况下，孩子们在学习阅读单词时，只是用轻铅笔指着字母（指着情况）。结果表明，孩子们在正常书写情况下学到的解码技能最多，其次是指着情况和书写受损情况。此外，工作记忆、语音意识和书写运动技能通常是解码技能发展的预测因素。这些发现提供了实验证据，表明较低的精细运动技能对阅读发展不利。
