Task-Specific Training, Learning, and Memory for Children with Developmental Coordination Disorder: A Pilot Study

This pilot study compared learning and memory profiles of 20 children (55% boys; M age = 7.3 yr., SD = 0.4) identified as having learning difficulties and having or suspected of having Developmental Coordination Disorder. 10 children participated in a 13-wk. program of task-specific motor exercises, while the other 10 received none. Analysis indicated significant improvement in motor skills and in visuospatial working memory by the intervention group; however, this effect did not transfer to reading and mathematics scores. Implications regarding the relations among motor skills, learning, and memory are discussed within the context of the intervention.