References / Referencias
- Abbott, R. D., & Berninger, V. W. (1993). Structural equation modeling of relationships among developmental skills and writing skills in primary- and intermediate-grade writers. Journal of Educational Psychology, 85(3), 478–508. https://doi.org/10.1037/0022-0663.85.3.478
- Arrington, C. N., Kulesz, P. A., Francis, D. J., Fletcher, J. M., & Barnes, M. A. (2014). The contribution of attentional control and working memory to reading comprehension and decoding. Scientific Studies of Reading, 18(5), 325–346. https://doi.org/10.1080/10888438.2014.902461
- Blair, C., Protzko, J., & Ursache, A. (2011). Self-regulation and early literacy. In S. B. Neuman, & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 3, pp. 20–35). Guilford.
- Blakey, E., & Carroll, D. J. (2015). A short executive function training program improves preschoolers’ working memory. Frontiers in Psychology, 6, 1827. https://doi.org/10.3389/fpsyg.2015.01827
- Brock, L. L., Rimm-Kaufman, S. E., Nathanson, L., & Grimm, K. J. (2009). The contributions of ‘hot’ and ‘cool’ executive function to children’s academic achievement, learning-related behaviors, and engagement in kindergarten. Early Childhood Research Quarterly, 24(3), 337–349. https://doi.org/10.1016/j.ecresq.2009.06.001
- Cameron, C. E., Brock, L. L., Hatfield, B. E., Cottone, E. A., Rubinstein, E., LoCasale-Crouch, J., & Grissmer, D. W. (2015). Visuomotor integration and inhibitory control compensate for each other in school readiness. Developmental Psychology, 51(11), 1529–1543. https://doi.org/10.1037/a0039740
- Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D., & Morrison, F. J. (2012). Fine motor skills and executive function both contribute to kindergarten achievement. Child Development, 83(4), 1229–1244. https://doi.org/10.1111/j.1467-8624.2012.01768.x
- Cameron, C. E., Cottone, E. A., Murrah, W. M., & Grissmer, D. W. (2016). How are motor skills linked to children’s school performance and academic achievement? Child Development Perspectives, 10(2), 93–98. https://doi.org/10.1111/cdep.12168
- Carlson, A. G., Rowe, E., & Curby, T. W. (2013). Disentangling fine motor skills’ relations to academic achievement: The relative contributions of visual-spatial integration and visual-motor coordination. The Journal of Genetic Psychology, 174(5), 514–533. https://doi.org/10.1080/00221325.2012.717122
- Clark, C. A., Pritchard, V. E., & Woodward, L. J. (2010). Preschool executive functioning abilities predict early mathematics achievement. Developmental Psychology, 46(5), 1176–1191. https://doi.org/10.1037/a0019672
- Davidson, M. C., Amso, D., Anderson, L. C., & Diamond, A. (2006). Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44(11), 2037–2078. https://doi.org/10.1016/j.neuropsychologia.2006.02.006
- Davis, E. E., Pitchford, N. J., & Limback, E. (2011). The interrelation between cognitive and motor development in typically developing children aged 4–11 years is underpinned by visual processing and fine manual control. British Journal of Psychology, 102(3), 569–584. https://doi.org/10.1111/j.2044-8295.2011.02018.x
- Diamond, A. (2000). Close interrelation of motor development and cognitive development and of the cerebellum and prefrontal cortex. Child Development, 71(1), 44–56. https://doi.org/10.1111/1467-8624.00117
- Diamond, A. (2002). Normal development of prefrontal cortex from birth to young adulthood: Cognitive functions, anatomy, and biochemistry. In D. T. Stuss, & R. T. Knight (Eds.), Principles of frontal lobe function (pp. 466–503). Oxford University Press.
- Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current Directions in Psychological Science, 21(5), 335–341. https://doi.org/10.1177/0963721412453722
- Entwisle, D. R., Alexander, K. L., & Olson, L. S. (2005). First grade and educational attainment by age 22: A new story. American Journal of Sociology, 110(5), 1458–1502. https://doi.org/10.1086/428444
- Fischer, U., Suggate, S. P., Schmirl, J., & Stoeger, H. (2018). Counting on fine motor skills: Links between preschool finger dexterity and numerical skills. Developmental Science, 21(4), e12623. https://doi.org/10.1111/desc.12623
- French, B. (2013). Brigance Inventory of Early Development (IED III): IED III standardization and validation manual. Curriculum Associates.
- Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134(1), 31–60. https://doi.org/10.1037/0033-2909.134.1.31
- Ginsburg, H., & Baroody, A. J. (2003). TEMA-3: Test of early mathematics ability. Pro-Ed.
- Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Behavior rating inventory of executive function. Child Neuropsychology, 6(3), 235–238. https://doi.org/10.1076/chin.6.3.235.3152
- Goldin, A. P., Hermida, M. J., Shalom, D. E., Costa, M. E., Lopez-Rosenfeld, M., Segretin, M. S., & Sigman, M. (2014). Far transfer to language and math of a short software-based gaming intervention. PNAS Proceedings of the National Academy of Sciences of the United States of America, 111(17), 6443–6448. https://doi.org/10.1073/pnas.1320217111
- Graham, S., & Harris, K. R. (2000). The role of self-regulation and transcription skills in writing and writing development. Educational Psychologist, 35(1), 3–12. https://doi.org/10.1207/S15326985EP3501_2
- Grissmer, D., Grimm, K. J., Aiyer, S. M., Murrah, W. M., & Steele, J. S. (2010). Fine motor skills and early comprehension of the world: Two new school readiness indicators. Developmental Psychology, 46(5), 1008–1017. https://doi.org/10.1037/a0020104
- Kopp, B., Mattler, U., & Rist, F. (1994). Selective attention and response competition in schizophrenic patients. Psychiatry Research, 53(2), 129–139. https://doi.org/10.1016/0165-1781(94)90104-X
- Korkman, M., Kirk, U., & Kemp, S. (2007). NEPSY-II: Clinical and interpretive manual. The Psychological Corporation.
- Kulp, T. M. (1999). Relationship between visual motor integration skill and academic performance in kindergarten through third grade. Optometry and Vision Science: Official Publication of the American Academy of Optometry, 76(3), 159–163. https://doi.org/10.1097/00006324-199903000-00015
- La Paro, K. M., & Pianta, R. C. (2000). Predicting children’s competence in the early school years: A meta-analytic review. Review of Educational Research, 70(4), 443–484. https://doi.org/10.3102/00346543070004443
- Law, D. J., Morrin, K. A., & Pellegrino, J. W. (1995). Training effects and working memory contributions to skill acquisition in a complex coordination task. Learning and Individual Differences, 7(3), 207–234. https://doi.org/10.1016/1041-6080(95)90011-X
- Lee, K., Bull, R., & Ho, R. M. (2013). Developmental changes in executive functioning. Child Development, 84(6), 1933–1953. https://doi.org/10.1111/cdev.12096
- Little, T. D., Card, N. A., Bovaird, J. A., Preacher, K. J., & Crandall, C. S. (2007). Structural equation modeling of mediation and moderation with contextual factors. In T. D. Little, J. A. Bovaird, & N. A. Card (Eds.), Modeling contextual effects in longitudinal studies (pp. 207–230). Lawrence Erlbaum.
- Livesey, D., Keen, J., Rouse, J., & White, F. (2006). The relationship between measures of executive function, motor performance and externalising behaviour in 5-and 6-year-old children. Human Movement Science, 25(1), 50–64. https://doi.org/10.1016/j.humov.2005.10.008
- Lonigan, C., Schatschneider, C., Westberg, L., & The National Early Literacy Panel. (2008). Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling. In Developing early literacy: Report of the National Early Literacy Panel (pp. 55–106). The National Institute for Literacy.
- Luo, Z., Jose, P. E., Huntsinger, C. S., & Pigott, T. D. (2007). Fine motor skills and mathematics achievement in East Asian American and European American kindergartners and first graders. British Journal of Developmental Psychology, 25(4), 595–614. https://doi.org/10.1348/026151007X185329
- Malekpour, M., & Aghababaei, S. (2013). The effect of executive functions training on the rate of executive functions and academic performance of students with learning disability. International Journal of Developmental Disabilities, 59(3), 145–155. https://doi.org/10.1179/2047387712Y.0000000004
- Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49–100. https://doi.org/10.1006/cogp.1999.0734
- Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (7th ed.). Muthén & Muthén.
- Nicolson, R. I., & Fawcett, A. J. (2011). Dyslexia, dysgraphia, procedural learning and the cerebellum. Cortex, 47(1), 117–127. https://doi.org/10.1016/j.cortex.2009.08.016
- Pagani, L. S., Fitzpatrick, C., Archambault, I., & Janosz, M. (2010). School readiness and later achievement: A French Canadian replication and extension. Developmental Psychology, 46(5), 984–994. https://doi.org/10.1037/a0018881
- Pagani, L. S., & Messier, S. (2012). Links between motor skills and indicators of school readiness at kindergarten entry in urban disadvantaged children. Journal of Educational and Developmental Psychology, 2(1), 95–107. https://doi.org/10.5539/jedp.v2n1p95
- Park, J., Bermudez, V., Roberts, R. C., & Brannon, E. M. (2016). Non-symbolic approximate arithmetic training improves math performance in preschoolers. Journal of Experimental Child Psychology, 152, 278–293. https://doi.org/10.1016/j.jecp.2016.07.011
- Parrish, A.-M., Vella, S., Okely, A. D., & Cliff, D. (2014). Physical activity and sedentary guidelines; What are the similarities and differences across the globe? Journal of Physical Activity and Health, 11(Suppl. 1), S180. http://dx.doi.org/10.1123/jpah.2014-0173
- Pickering, S., & Gathercole, S. E. (2001). Working memory test battery for children (WMTB-C). Psychological Corporation.
- Ponitz, C. E. C., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly, 23(2), 141–158. https://doi.org/10.1016/j.ecresq.2007.01.0
- Raven, J. C. (1936). Mental tests used in genetic studies: The performance of related individuals on tests mainly educative and mainly reproductive [ Unpublished master’s thesis]. University of London.
- Rigoli, D., Piek, J. P., Kane, R., & Oosterlaan, J. (2012). An examination of the relationship between motor coordination and executive functions in adolescents. Developmental Medicine & Child Neurology, 54(11), 1025–1031. https://doi.org/10.1111/j.1469-8749.2012.04403.x
- Roebers, C. M., & Kauer, M. (2009). Motor and cognitive control in a normative sample of 7-year-olds. Developmental Science, 12(1), 175–181. https://doi.org/10.1111/j.1467-7687.2008.00755.x
- Roebers, C. M., Röthlisberger, M., Neuenschwander, R., Cimeli, P., Michel, E., & Jäger, K. (2014). The relation between cognitive and motor performance and their relevance for children’s transition to school: A latent variable approach. Human Movement Science, 33, 284–297. https://doi.org/10.1016/j.humov.2013.08.011
- Sabanayagam, C., Shankar, A., Wong, T. Y., Saw, S. M., & Foster, P. J. (2007). Socioeconomic status and overweight/obesity in an adult Chinese population in Singapore. Journal of Epidemiology, 17(5), 161–168. https://doi.org/10.2188/jea.17.161
- Santrock, J. W. (2017). Educational psychology (6th ed.). McGraw-Hill.
- Sesma, H. W., Mahone, E. M., Levine, T., Eason, S. H., & Cutting, L. E. (2009). The contribution of executive skills to reading comprehension. Child Neuropsychology, 15(3), 232–246. https://doi.org/10.1080/09297040802220029
- Sherman, E. M. S., & Brooks, B. L. (2010). Behavior Rating Inventory of Executive Function – Preschool version (BRIEF-P): Test review and clinical guidelines for use. Child Neuropsychology, 16(5), 503–519. https://doi.org/10.1080/09297041003679344
- Slotkin, J., Kallen, M., Griffith, J., Magasi, S., Salsman, H., Nowinski, C., & Gershon, R. (2012). NIH toolbox technical manual. National Institutes of Health.
- Stoeger, H., Suggate, S., & Ziegler, A. (2013). Identifying the causes of underachievement: A plea for the inclusion of fine motor skills. Psychological Test and Assessment Modeling, 55(3), 274–288.
- Stoeger, H., Ziegler, A., & Martzog, P. (2008). Deficits in fine motor skill as an important factor in the identification of gifted underachievers in primary school. Psychology Science Quarterly, 50(2), 134–146.
- Suggate, S., Pufke, E., & Stoeger, H. (2018). Do fine motor skills contribute to early reading development? Journal of Research in Reading, 41(1), 1–19. https://doi.org/10.1111/1467-9817.12081
- Suggate, S., Pufke, E., & Stoeger, H. (2019). Children’s fine motor skills in kindergarten predict reading in grade 1. Early Childhood Research Quarterly, 47, 248–258. https://doi.org/10.1016/j.ecresq.2018.12.015
- Suggate, S., Stoeger, H., & Fischer, U. (2017). Finger-based numerical skills link fine motor skills to numerical development in preschoolers. Perceptual and Motor Skills, 124(6), 1085–1106. https://doi.org/10.1177/0031512517727405
- Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4
- Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251–296. https://doi.org/10.1023/A:1022193728205
- Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Allyn and Bacon.
- Tremblay, M. S., LeBlanc, A. G., Carson, V., Choquette, L., Connor Gorber, S., Dillman, C., Duggan, M., Gordon, M. J., Hicks, A., Janssen, I., Kho, M. E., Latimer-Cheung, A. E., LeBlanc, C., Murumets, K., Okely, A. D., Reilly, J. J., Spence, J. C., Stearns, J. A., Pagani, L. S., Fitzpatrick, C., & Timmons, B. W. (2012). Canadian physical activity guidelines for the early years (aged 0–4 years). Applied Physiology, Nutrition, and Metabolism, 37(2), 345–356. https://doi.org/10.1139/h2012-018
- Verdine, B. N., Irwin, C. M., Golinkoff, R. M., & Hirsh-Pasek, K. (2014). Contributions of executive function and spatial skills to preschool mathematics achievement. Journal of Experimental Child Psychology, 126, 37–51. https://doi.org/10.1016/j.jecp.2014.02.012
- Wilkinson, G. S., & Robertson, G. J. (2006). WRAT 4: Wide range achievement test; professional manual. Psychological Assessment Resources.
- Yeong, S. H., & Rickard Liow, S. J. (2012). Development of phonological awareness in English-Mandarin bilinguals: A comparison of English-L1 and Mandarin-L1 kindergarten children. Journal of Experimental Child Psychology, 112(2), 111–126. https://doi.org/10.1016/j.jecp.2011.12.006