Visual-Motor Integration,Executive Functions,and Academic Achievement: Concurrent and Longitudinal Relations in Late Elementary School |
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| Authors: | Michael J Sulik Stephanie L Haft Jelena Obradovi? |
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| Institution: | 1. Graduate School of Education, Stanford Universitymichael.sulik@stanford.edu;3. Department of Psychiatry, University of California;4. Graduate School of Education, Stanford University |
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| Abstract: | ABSTRACTResearch Findings: Using data from a short-term longitudinal study of 343 third-, fourth-, and fifth-grade students, we investigated visual-motor integration (VMI) skills as a predictor of direct assessments of executive functions (EFs) and academic achievement. This is the first study to investigate relations among these three constructs in late elementary school. VMI predicted change in EFs from fall to spring. EFs and VMI were independently associated with math and English/language arts standardized test scores. When controlling for earlier achievement test scores, EFs—but not VMI—remained a significant predictor of later academic achievement. Results indicate that VMI may help support the continued development of EFs in late elementary school, but EFs appear to be comparatively more important as a direct predictor of continued academic development during this age period. Practice or Policy: VMI is a complex ability that combines fine motor coordination (an aspect of school readiness) and visual-spatial reasoning skills. VMI has been identified as an influential predictor of early academic development, but it has been neglected in middle childhood studies. Our results suggest that VMI remains important through the end of elementary school for the continued development of children’s EFs and therefore merits more attention from researchers and educators. |
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