Fine Motor Skills, Handwriting, Typing, and Reading: What Does the Research Say?

The relationship between fine motor skills, handwriting, typing, and reading development has been an area of keen interest for educators, parents, and occupational therapy providers. Fine motor skills (FMS), the small muscle movements primarily in our fingers and hands, play a crucial role in activities like writing. But how does this relate to a child’s ability to read? And how do modern skills like typing fit into the equation? Let’s dive deep into the fascinating world of FMS, handwriting, and reading.

Past Research on the Association of Fine Motor Skills and Reading

Historically, researchers have observed strong links between fine motor skills (FMS) and early reading abilities in children. Fne motor skills encompass a range of motor abilities, from buttoning a shirt to holding a pencil correctly. The link between FMS and reading emerges from two intertwined processes:

1. Handwriting and Reading: Developing handwriting skills has been thought to boost reading abilities by enhancing children’s attention to the letters’ forms and fostering stronger visual-motor representations of those letters.
2. Motor Representations: Some theories, like the motor-grapheme representation, suggest that the motor processes involved in writing help build strong neural representations of letters, aiding in reading.

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What Does the Current Research Say on Fine Motor Skills, Handwriting, Typing and Reading?

A recent experimental study has cast a fresh light on this topic, exploring the dynamics of FMS, handwriting, and typing in relation to reading.

1. Writing vs. Typing: Unlike prior beliefs, the study found that writing by hand did not necessarily offer significant advantages over typing when it came to acquiring early reading skills. This suggests that the process of writing, though valuable, may not inherently boost attention to letters or visual-motor representations in a way that enhances reading.
2. Pencil Manipulation & Learning: A notable aspect of the study was the use of different weighted pencils to manipulate FMS demands. Children using a heavier pencil demonstrated greater learning than those with a lighter pencil. However, the children writing with the heavy pencil showed lesser gains than those typing with it. This indicates that if the FMS demands are too challenging, writing might not be the most effective way to impart reading skills.
3. FMS Predict Reading Skills: The study revealed that FMS played a significant role in predicting a child’s reading skill acquisition. Simply put, children with better FMS generally displayed better reading abilities.

How Can This Research Be Applied at School?

Given the insights from the study, there are actionable takeaways for educators, parents, and occupational therapy providers:

1. Adaptive Learning: Recognize that while handwriting is essential, it’s not necessarily superior to typing for reading acquisition. This means that educators can use both handwriting and typing exercises in the classroom without fearing a compromise in reading development.
2. Support for Students with Impaired FMS: For children who struggle with FMS, typing could be a more effective way to help them learn to read. Given that such children might benefit from typing more than handwriting, special education programs can incorporate more typing-based learning methodologies.
3. Focus on FMS Development: Even outside the context of reading, FMS development remains crucial. Incorporate activities that enhance fine motor abilities, such as bead threading, play-dough molding, or simple pegboard exercises.
4. Balance Between Handwriting and Typing: While the study highlights the potential advantages of typing, especially for children with FMS difficulties, it’s essential to maintain a balance. Handwriting shouldn’t be completely replaced with typing, considering its other cognitive and developmental benefits.

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Keypoints on the Research

For those who like their information in bite-sized points, here’s a quick rundown:

• FMS play a crucial role in early reading development.
• Historically, handwriting was believed to offer superior benefits for reading acquisition due to its motor demands.
• Recent research found no significant advantage of handwriting over typing in terms of reading development.
• The weight of the writing instrument (e.g., a heavy pencil) can influence the effectiveness of learning. Excessive FMS demands might hinder the learning process.
• Children with better FMS generally exhibited superior reading abilities.
• For students with impaired FMS, typing might be a more effective learning approach than handwriting.

Understanding the complex interplay between FMS, handwriting, typing, and reading offers valuable insights for tailoring educational strategies. While handwriting remains an essential skill, the emerging role of typing in early reading acquisition cannot be overlooked. Ensuring a balanced approach considering individual students’ needs is crucial for optimized learning outcomes.

Reference

Suggate, S. P., Karle, V. L., Kipfelsberger, T., & Stoeger, H. (2023). The effect of fine motor skills, handwriting, and typing on reading development. Journal of Experimental Child Psychology, 232, 105674.

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