Gross Motor Skills Mediate Effects of Executive Function on Reading Proficiency in Socioeconomically Disadvantaged Kindergarteners

• In Event: 31.056 - Brain, Neurosciences, and Education SIG Paper Session

Abstract

This study examined the inter-predictive relationships between executive function (EF), motor skills, and achievement, as well as the mediated effects of EF on achievement through motor skills in a sample of 140 low-socioeconomic-status kindergarteners. Data include EF, gross/fine motor skills, and reading and math proficiency. Results indicated that EF, gross motor skills, and reading skills are inter-correlated and predicative of one another, suggesting the potential utility of intervening gross motor skills as a proxy for intervening EF so as to improve reading skills. Additionally, partial mediated EF effects on reading skills through gross motor skills were found, further supporting the utility of intervening gross motor skills to remediate reading. Implications for cost-effective reading interventions for administrators and practitioners are discussed.

Authors

• Mei Chang, University of North Texas

• Xiangli Gu, Univeristy of North Texas

• Tsz Lun Chu, University of North Texas

• Jie Wang, University of North Texas

• Yulin Chen, University of North Texas