988368
یکشنبه 17 خرداد 1405
چکیده: (20 مشاهده)
Objective: Numerous studies have investigated the relationship between bilateral coordination and academic performance (reading, writing, and mathematics). However, the findings have been inconsistent, and no review study has been published in recent years. This scoping review aimed to examine the relationship between bilateral coordination and academic performance in children, identify the studied populations, highlight the assessment tools used, and reveal existing research gaps.
Methods: A search was performed in PubMed, Science Direct, Scopus, and Google Scholar databases for studies published between 2010 and 2025. Keywords and MeSH terms were combined using Boolean operators. Quantitative observational and interventional studies that explored the relationship or the effect of bilateral coordination on academic performance in pre-university children were included.
Results: The review revealed that bilateral coordination was associated with skills such as number recognition, patterns, spatial perception, and figures in mathematics, as well as spelling in writing. No significant associations were found with certain reading skills (word reading, reading comprehension, pseudoword decoding) and some aspects of handwriting in typically developing children. In children with cerebral palsy, bilateral coordination was directly linked to handwriting quality (legibility, alignment, size), but not to form, spacing, or speed. Deficiencies in bilateral coordination were also observed in children with specific learning disorders, with greater severity in those with dyscalculia. The BOT-2 was the most frequently used tool to assess bilateral coordination, and most studies were conducted on typically developing children aged 5 to 11 years.
Conclusion: Bilateral coordination appears to be associated with some academic skills, particularly basic mathematical skills and spelling. Given the inconsistent results regarding higher-level academic abilities, further rigorous research using comprehensive tools and larger samples is recommended. Additionally, designing a short-term but comprehensive tool for assessing academic performance is warranted.
Methods: A search was performed in PubMed, Science Direct, Scopus, and Google Scholar databases for studies published between 2010 and 2025. Keywords and MeSH terms were combined using Boolean operators. Quantitative observational and interventional studies that explored the relationship or the effect of bilateral coordination on academic performance in pre-university children were included.
Results: The review revealed that bilateral coordination was associated with skills such as number recognition, patterns, spatial perception, and figures in mathematics, as well as spelling in writing. No significant associations were found with certain reading skills (word reading, reading comprehension, pseudoword decoding) and some aspects of handwriting in typically developing children. In children with cerebral palsy, bilateral coordination was directly linked to handwriting quality (legibility, alignment, size), but not to form, spacing, or speed. Deficiencies in bilateral coordination were also observed in children with specific learning disorders, with greater severity in those with dyscalculia. The BOT-2 was the most frequently used tool to assess bilateral coordination, and most studies were conducted on typically developing children aged 5 to 11 years.
Conclusion: Bilateral coordination appears to be associated with some academic skills, particularly basic mathematical skills and spelling. Given the inconsistent results regarding higher-level academic abilities, further rigorous research using comprehensive tools and larger samples is recommended. Additionally, designing a short-term but comprehensive tool for assessing academic performance is warranted.
