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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Autism Spectrum Disorder01:19

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
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Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
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Hierarchy of Motor Control01:18

Hierarchy of Motor Control

The hierarchy of motor control refers to the different levels of organization and processing involved in controlling movement in the body. These levels range from higher cortical areas involved in planning and decision-making to lower spinal cord reflexes that respond automatically to external stimuli.

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Study Motor Skill Learning by Single-pellet Reaching Tasks in Mice
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Published on: March 4, 2014

Fundamental Motor Skills in Children With Specific Learning Disorder.

Ming-Chih Sung1, Chien-Yu Pan2, Wen-Fan Chen3

  • 1School of Kinesiology, Rongxiang Xu College of Health and Human Services, California State University, Los Angeles, Los Angeles, California, USA, calstate.edu.

Occupational Therapy International
|June 8, 2026
PubMed
Summary

Children with specific learning disorder (SLD) show significantly poorer fundamental motor skills than typically developing peers. This pervasive deficit impacts most locomotor and object control skills, regardless of SLD subtype.

Keywords:
TGMD-2learning disabilitylocomotor skillsmotor competenceobject control skills

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Published on: January 11, 2016

Area of Science:

  • Developmental Psychology
  • Motor Development
  • Learning Disabilities

Background:

  • Specific learning disorder (SLD) affects academic skills.
  • Fundamental motor skills (FMS) are crucial for development.
  • Limited research compares FMS in SLD and typically developing (TD) children.

Purpose of the Study:

  • Investigate FMS in children with SLD versus TD peers.
  • Analyze individual skill mastery and performance patterns.
  • Examine FMS across SLD diagnostic subtypes.

Main Methods:

  • 90 children (45 SLD, 45 TD), aged 8-11 years.
  • Assessed FMS using the Test of Gross Motor Development-2 (TGMD-2).
  • Compared skill proficiency and movement patterns between groups.

Main Results:

  • Children with SLD had significantly lower FMS proficiency than TD peers.
  • SLD group showed deficits in most locomotor and object control skills.
  • No significant FMS differences were found among SLD subtypes.

Conclusions:

  • Children with SLD exhibit pervasive FMS deficits.
  • Routine motor assessment is recommended for children with SLD.
  • Targeted, process-oriented interventions can mitigate developmental risks.