Keep the hands in mind: A meta-analysis of correlations between fine motor skills and reading, writing, mathematics, and cognitive development in children and adolescents

Evidence suggests that fine motor skills (FMS) relate to academic and cognitive development; however, findings are unclear, strewn across multiple disciplines, and lack adequate synthesis. We conducted the first comprehensive meta-analysis examining the links between different FMS facets (i.e., dexterity, speed, graphomotor, bimanual, general) and a broad range of academic-cognitive skills (i.e., sub-categories of reading, writing, mathematics, and cognition). A literature search identified 21,225 articles resulting in 118 eligible correlational studies ( j = 143, k = 1110, N = 79,856). FMS exhibited significant and moderate relations with academic-cognitive skills ( r = .329, d = .697). Graphomotor skills and writing showed the largest effect sizes. Mediation analysis suggested that cognitive skills mediated the link between FMS and academic skills. Overall, findings suggest that FMS share cognitive processes with academic skills, but that FMS are still related functionally to academic skills, especially writing. The discussion focuses on educational implications, moving beyond establishing if links exist to investigating why . • The educational significance of fine motor skills (FMS) for the mind has been hotly debated. • We conducted the largest research synthesis available, with 118 studies and 79,856 children and adolescents. • Effect sizes were strongest for graphomotor skills and writing. • Cognitive skills and executive functions mediated links between FMS and academic skills. • Findings suggest that FMS and cognition share key processes.