低龄儿童阅读技能与精细运动能力的关系

Q4 Social Sciences
Nataša Buha, Slobodan Banković, M. Gligorović
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引用次数: 0

摘要

介绍。运动技能在阅读中的作用似乎与直觉相反,因此它在阅读技能预测因素的研究中起着次要作用。一些研究的结果表明,运动技能和阅读之间的联系是存在的,它取决于被检查的运动成分。目标。摘要本研究旨在探讨低龄学童视觉运动协调、视觉运动整合与阅读能力的关系。方法。样本包括103名年龄在9到11岁之间的参与者。李克特量表包含四个描述符,涵盖阅读过程中最常见的问题类型,用于评估阅读技能。采用阿卡迪亚发展能力测验的子测验-视觉运动协调、排序和图形复制来评估精细运动技能。选择智力、工作记忆和抑制控制作为协变量。智力评估采用瑞文渐进矩阵法,工作记忆评估采用数字跨度后向任务,抑制控制评估采用Go/NoGo任务。结果。层次回归分析显示,视觉运动协调和工作记忆是阅读能力的独立预测因子。在排除智力和基本执行功能的影响后,视觉运动协调解释了5.2%的差异。视觉运动整合与阅读技能之间没有统计学上的显著关系,因此在进一步的分析中,视觉运动整合不被认为是一个预测因素。结论。在考虑精细运动技能的重要性时,有必要分析其各个组成部分,因为本研究的结果以及之前的研究表明,并不是精细运动技能的所有方面都是阅读技能发展的同等重要因素。在防止学习阅读困难的背景下,从学龄前开始就应用能够刺激精细运动技能和工作记忆发展的活动是可取的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The relationship between reading skills and fine motor abilities in younger school-age children
Introduction. The role of motor skills in reading seems counter-intuitive, and thus it has played a minor role in studies on predictors of reading skills. The results of some studies indicate that the connection between motor skills and reading is present and that it depends on the examined motor component. Objective. The aim of this research was to determine the relation between visuomotor coordination and visuomotor integration with reading skills in younger school-age students. Methods. The sample included 103 participants aged 9 to 11 years. A Likert-type scale with four descriptors covering the most common types of problems during reading was used to evaluate reading skills. Fine motor skills were assessed with the subtests of the Acadia Test of Developmental Abilities - Visuomotor Coordination and Sequencing and Figure Copying. Intelligence, working memory, and inhibitory control were selected as covariates. Intelligence was assessed by Raven's Progressive Matrices, working memory by the Digit Span Backward task, and inhibitory control by the Go/NoGo task. Results. Hierarchical regression analysis showed that visuomotor coordination and working memory are independent predictors of reading skills. Visuomotor coordination explains 5.2% of the variance after removing the influence of intelligence and basic executive functions. A statistically significant relationship between visuomotor integration and reading skills was not found, so visuomotor integration was not considered a predictor in further analysis. Conclusion. When considering the importance of fine motor skills, it is necessary to analyze its individual components, because the results of this, as well as previous studies, indicate that not all aspects of fine motor skills are equally important factors in the development of reading skills. In the context of preventing difficulties in learning to read, it would be desirable to apply activities that would stimulate the development of fine motor skills and working memory from preschool age.
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来源期刊
Specijalna Edukacija i Rehabilitacija
Specijalna Edukacija i Rehabilitacija Social Sciences-Education
CiteScore
0.40
自引率
0.00%
发文量
9
审稿时长
4 weeks
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