Suggate Sebastian P, Karle Viktoria L, Kipfelsberger Tanja, Stoeger Heidrun
Department of Education, University of York, Heslington, York YO10 5DD, UK; Department of Education, University of Regensburg, 93053 Regensburg, Germany.
Department of Education, University of Regensburg, 93053 Regensburg, Germany.
J Exp Child Psychol. 2023 Aug;232:105674. doi: 10.1016/j.jecp.2023.105674. Epub 2023 Mar 30.
Discussions on the contribution of motor skills and processes to learning to read has a long history. Previous work is essentially divided into two separate strands, namely the contributions of fine motor skills (FMS) to reading and the influence of writing versus typing. In the current 2 × 2 × 3 mixed, single-blind, and randomly assigned experiment, we tested both strands together. A total of 87 children learned to decode pseudowords in either typing or writing conditions in which their FMS were either impaired or not. Decoding gains were measured at pretest, posttest, and follow-up, with FMS and working memory included as participant variable predictors. Findings indicated that FMS and working memory predicted decoding gains. Importantly, children performed best when typing if in the impaired FMS condition. Results have implications for motor representation theories of writing and for instruction of children with FMS impairments.
关于运动技能和过程对阅读学习的贡献的讨论由来已久。先前的研究基本上分为两个独立的方向，即精细运动技能（FMS）对阅读的贡献以及书写与打字的影响。在当前这个2×2×3的混合、单盲且随机分配的实验中，我们将这两个方向结合起来进行了测试。共有87名儿童在打字或书写条件下学习解码假词，在这些条件下他们的FMS要么受损，要么未受损。在预测试、后测试和随访时测量解码进步情况，并将FMS和工作记忆作为参与者变量预测指标。研究结果表明，FMS和工作记忆可预测解码进步情况。重要的是，在FMS受损的情况下，儿童打字时表现最佳。这些结果对书写的运动表征理论以及FMS受损儿童的教学具有启示意义。
