The relationship between motor proficiency and reading ability in year 1 children: A prospective cohort study

Nikki Milne; Kaitlin Cacciotti; K. Davies; Rob Marc Orr

Abstract

Question: Is there a relationship between motor proficiency and reading
skills in Year 1 children?
Design: Prospective cohort study.
Participants: A single class of Year 1 students (n=24) aged 5 to 7 years
(females n=11; males n=13, mean age=6.07±0.35 years).
Outcome Measures: The Process Assessment of the Learner (PALII)
(reading components only); the Bruininks-Oseretsky Test of Motor
Proficiency – 2nd Edition; parent-reported height/weight measurements;
and retrospective academic reports from Preparatory year were assessed
during regular class time.
Results: For children with high-to-very-high English grades, moderate
negative associations were identified between total motor proficiency
and reading skills (silent reading fluency SSF: r=-.682, p=0.01, sentence
comprehension SSA: r=-.596, p=0.03). For children with average-to-low
English grades, a stronger negative relationship existed between total
motor proficiency and silent reading fluency (SSF: r=-.815, p=0.48),
however moderate positive relationships were also found between total
motor proficiency and reading skills (phonological decoding fluency:
r=0.716, p=0.02 and phonological decoding accuracy: r=.670, p=0.34) for
this group.
Conclusion: These study results suggest that a relationship between
motor proficiency and key reading skills exists, particularly in children
with average-to-low English grades. Further research is warranted to
investigate if interventions focused on motor skill development can
enhance reading ability for Year 1 children.
Key Practice Points:
• Positive associations exist between physical activity and increased
academic performance.
• Investigating the links between children’s motor proficiency and reading
outcomes may help provide optimal academic outcomes, particularly for
those struggling to read.
• This study suggests a relationship between motor proficiency and
reading exists in young children.

Original language	English
Pages	103
Number of pages	1
Publication status	Published - Oct 2015
Event	CONNECT 2015 Physiotherapy Conference - Gold Coast Convention and Exhibition Centre, Gold Coast, Australia Duration: 3 Oct 2015 → 6 Oct 2015 http://www.physiotherapy.asn.au/conference2015 https://issuu.com/graydesigngroup/docs/apa_symposium_2015_ebook_program_a4 (Conference Program) https://issuu.com/graydesigngroup/docs/apa_2015_conference_abstracts_handb (Book of Abstracts)

Conference

Conference	CONNECT 2015 Physiotherapy Conference
Abbreviated title	APA 2015
Country	Australia
City	Gold Coast
Period	3/10/15 → 6/10/15
Internet address	http://www.physiotherapy.asn.au/conference2015 https://issuu.com/graydesigngroup/docs/apa_symposium_2015_ebook_program_a4 (Conference Program) https://issuu.com/graydesigngroup/docs/apa_2015_conference_abstracts_handb (Book of Abstracts)

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@conference{5579a2fdc7a940d1a9e2bd2c31e605e7,

title = "The relationship between motor proficiency and reading ability in year 1 children: A prospective cohort study",

abstract = "Question: Is there a relationship between motor proficiency and readingskills in Year 1 children?Design: Prospective cohort study.Participants: A single class of Year 1 students (n=24) aged 5 to 7 years(females n=11; males n=13, mean age=6.07±0.35 years).Outcome Measures: The Process Assessment of the Learner (PALII)(reading components only); the Bruininks-Oseretsky Test of MotorProficiency – 2nd Edition; parent-reported height/weight measurements;and retrospective academic reports from Preparatory year were assessedduring regular class time.Results: For children with high-to-very-high English grades, moderatenegative associations were identified between total motor proficiencyand reading skills (silent reading fluency SSF: r=-.682, p=0.01, sentencecomprehension SSA: r=-.596, p=0.03). For children with average-to-lowEnglish grades, a stronger negative relationship existed between totalmotor proficiency and silent reading fluency (SSF: r=-.815, p=0.48),however moderate positive relationships were also found between totalmotor proficiency and reading skills (phonological decoding fluency:r=0.716, p=0.02 and phonological decoding accuracy: r=.670, p=0.34) forthis group.Conclusion: These study results suggest that a relationship betweenmotor proficiency and key reading skills exists, particularly in childrenwith average-to-low English grades. Further research is warranted toinvestigate if interventions focused on motor skill development canenhance reading ability for Year 1 children.Key Practice Points:• Positive associations exist between physical activity and increasedacademic performance.• Investigating the links between children{\textquoteright}s motor proficiency and readingoutcomes may help provide optimal academic outcomes, particularly forthose struggling to read.• This study suggests a relationship between motor proficiency andreading exists in young children.",

author = "Nikki Milne and Kaitlin Cacciotti and K. Davies and Orr, {Rob Marc}",

year = "2015",

month = oct,

language = "English",

pages = "103",

note = "CONNECT 2015 Physiotherapy Conference, APA 2015 ; Conference date: 03-10-2015 Through 06-10-2015",

url = "http://www.physiotherapy.asn.au/conference2015, https://issuu.com/graydesigngroup/docs/apa_symposium_2015_ebook_program_a4, https://issuu.com/graydesigngroup/docs/apa_2015_conference_abstracts_handb",

}

TY - CONF

T1 - The relationship between motor proficiency and reading ability in year 1 children

T2 - CONNECT 2015 Physiotherapy Conference

AU - Milne, Nikki

AU - Cacciotti, Kaitlin

AU - Davies, K.

AU - Orr, Rob Marc

PY - 2015/10

Y1 - 2015/10

N2 - Question: Is there a relationship between motor proficiency and readingskills in Year 1 children?Design: Prospective cohort study.Participants: A single class of Year 1 students (n=24) aged 5 to 7 years(females n=11; males n=13, mean age=6.07±0.35 years).Outcome Measures: The Process Assessment of the Learner (PALII)(reading components only); the Bruininks-Oseretsky Test of MotorProficiency – 2nd Edition; parent-reported height/weight measurements;and retrospective academic reports from Preparatory year were assessedduring regular class time.Results: For children with high-to-very-high English grades, moderatenegative associations were identified between total motor proficiencyand reading skills (silent reading fluency SSF: r=-.682, p=0.01, sentencecomprehension SSA: r=-.596, p=0.03). For children with average-to-lowEnglish grades, a stronger negative relationship existed between totalmotor proficiency and silent reading fluency (SSF: r=-.815, p=0.48),however moderate positive relationships were also found between totalmotor proficiency and reading skills (phonological decoding fluency:r=0.716, p=0.02 and phonological decoding accuracy: r=.670, p=0.34) forthis group.Conclusion: These study results suggest that a relationship betweenmotor proficiency and key reading skills exists, particularly in childrenwith average-to-low English grades. Further research is warranted toinvestigate if interventions focused on motor skill development canenhance reading ability for Year 1 children.Key Practice Points:• Positive associations exist between physical activity and increasedacademic performance.• Investigating the links between children’s motor proficiency and readingoutcomes may help provide optimal academic outcomes, particularly forthose struggling to read.• This study suggests a relationship between motor proficiency andreading exists in young children.

AB - Question: Is there a relationship between motor proficiency and readingskills in Year 1 children?Design: Prospective cohort study.Participants: A single class of Year 1 students (n=24) aged 5 to 7 years(females n=11; males n=13, mean age=6.07±0.35 years).Outcome Measures: The Process Assessment of the Learner (PALII)(reading components only); the Bruininks-Oseretsky Test of MotorProficiency – 2nd Edition; parent-reported height/weight measurements;and retrospective academic reports from Preparatory year were assessedduring regular class time.Results: For children with high-to-very-high English grades, moderatenegative associations were identified between total motor proficiencyand reading skills (silent reading fluency SSF: r=-.682, p=0.01, sentencecomprehension SSA: r=-.596, p=0.03). For children with average-to-lowEnglish grades, a stronger negative relationship existed between totalmotor proficiency and silent reading fluency (SSF: r=-.815, p=0.48),however moderate positive relationships were also found between totalmotor proficiency and reading skills (phonological decoding fluency:r=0.716, p=0.02 and phonological decoding accuracy: r=.670, p=0.34) forthis group.Conclusion: These study results suggest that a relationship betweenmotor proficiency and key reading skills exists, particularly in childrenwith average-to-low English grades. Further research is warranted toinvestigate if interventions focused on motor skill development canenhance reading ability for Year 1 children.Key Practice Points:• Positive associations exist between physical activity and increasedacademic performance.• Investigating the links between children’s motor proficiency and readingoutcomes may help provide optimal academic outcomes, particularly forthose struggling to read.• This study suggests a relationship between motor proficiency andreading exists in young children.

M3 - Abstract

SP - 103

Y2 - 3 October 2015 through 6 October 2015

ER -