Identifying early motor and cognitive predictors of later educational and executive function outcomes in children with Down Syndrome
- Vu Thuy Ann Dao (University College London (UCL))
- Jo Van Herwegen (University College London (UCL))
- Michael Thomas (Birkbeck, University of London)
Correspondence: vu.dao.23@ucl.ac.uk
Children with Down Syndrome (DS) exhibit distinct cognitive profiles characterised by challenges in language, verbal memory and non-verbal abilities, which affect their educational outcomes. In alignment of the neuroconstructivist framework (Karmiloff-Smith et al., 2012), it is crucial to understand developmental trajectories across multiple levels of genetic, neurological, behavioural, cognitive and environmental influences. This is particularly key in neurodevelopmental conditions, as difficulties observed in childhood can be traced back to early infancy, emphasising the need for longitudinal research.
This study utilises longitudinal, secondary data from the London Down Syndrome Consortium (LonDowns) Infant Stream. In 2013, participants were recruited via support groups, participant databases and National Health Service Trust sites. The final sample comprised of 74 children at Time 1 (T1), when participants were between 7 months and 64 months old, and undertook cognitive and motor assessments that measured their fine motor, gross motor, visual reception, receptive language and expressive language. Six years later (T2), participants were followed up at primary school age, to complete a series of cognitive assessments that assessed reading and mathematical abilities, alongside cognitive abilities such as inhibition control and cognitive flexibility.
Non-parametric correlations were examined as preliminary analyses between early motor and cognitive predictors and later educational outcomes (reading, math) and executive function (inhibition control and cognitive flexibility). All early cognitive and motor abilities at T1 were highly intercorrelated. Early visual reception was positively associated with later reading and math measures, while early language skills showed positive associations with later reading and numeracy outcomes. In the main regression analyses, early fine motor skills, receptive language, and expressive language were significant predictors of whole word reading. For single letter recognition, fine motor skills and expressive language were significant predictors. No other significant predictors were observed.
These findings indicate that early fine motor and language abilities are particularly important for later reading development in children with DS, whereas early gross motor and visual reception abilities appear less predictive in this cohort. Interventions targeting fine motor or early language skills may support literacy development and educational progress.
