Sequencing, co-ordination and rhythm ability in young children.
BACKGROUND
Sequencing ability is recognized as a fundamental component in motor co-ordination, language and reading performance.


METHODS
Sequencing relationships are studied in a sample of 1013 children selected from an existing data set of 3750. Associations are analysed between scores for motor co-ordination tasks and a rhythm repetition task performed in the routine school beginners' medical examination by 4-, 5- and 6-year-old children, and class teachers' assessment of their co-ordination activities and language performance when 6, 7 and 8 years old, together with scores for a routine reading test.


RESULTS
Associations are reported between motor tasks and language and reading, and between rhythm repetition and co-ordination activities, language and reading. Associations between successive motor tasks and language and reading are found to be stronger in boys, and those between hopping and reading stronger in girls. Associations between the rhythm repetition task and co-ordination activities, language and reading are also all found to be stronger in girls.


CONCLUSIONS
Discussion finds a place for ball-catching as a sequencing task, and for sequencing ability as a component of handwriting skills. Discussion also attributes the findings of gender differences to an experiential difference in play activity, and advances a variant of the rhythm repetition task for use in further exploration of sequencing ability in young children.
Haines
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School of Education and Professional Development, University of East Anglia, Norwich, UK. chaines@freeuk.cm
D002648:Child; D002652:Child Behavior / Q000502:physiology*; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007804:Language Development; D008297:Male; D009043:Motor Activity / Q000502:physiology*; D011932:Reading; D012737:Sex Factors; D013663:Teaching