Exploring the writing-reading connection among Arabic-speaking kindergarten children: the role of fine motor skills and orthographic knowledge

Although most studies in the field of literacy development suggest that writing and reading are two sides of the same coin, very little is known about writing in kindergarten in comparison to the vast number of studies on reading. In this study, we explored the connections between writing and reading using correlation and regression analyses conducted on data collected from 60 normally developing Arabic-Speaking kindergartners. Kindergartners’ writing (handwriting and spelling), reading (reading accuracy and reading fluency), and orthographic and fine motor skills were measured. A large correlation was found between writing and reading measures. Separate stepwise regression analyses for writing and reading revealed that the alphabet and orthographic choice tasks were salient predictors of both skills and explained 46% and 57% of the variance in writing and reading, respectively. Surprisingly, the analysis indicated that fine motor skills did not contribute directly to writing or reading. These findings, discussed in relation to previous findings in the literature, confirm the  connection between writing and reading and emphasize the role of orthographic knowledge in early writing and reading abilities, among Arabic-speaking kindergarten children.