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Aim:  To examine whether executive functions, and gross motor skills were predictors for school performance in children with DCD, with risk for DCD (r-DCD), and with typical development (TD). Methods:  Participants were 63 children with DCD ( Mage  = 8.70,  SDage  = .64), 31 children with r-DCD ( Mage  = 8.90,  SDage  = 0.74), and 63 typical development children ( Mage  = 8.74,  SDage  = .63). Wechsler Abbreviated Scale of Intelligence, Movement Assessment Battery for Children-2, Test of Gross Motor Development-3, Oral Word Span in Sentences, Odd-One-Out, Go/No-Go, Hayling Test, Trail Making Test, Five Digits Test, and the Test of School Performance-II were utilized. Results:  In DCD, processing speed ( β  = −.42,  p  = .005), and auditory-motor inhibition ( β  = −.36,  p  = .009), and auditory-verbal inhibition ( β  = −.38,  p  = .023) predicted math performance; and auditory-motor ( β  = −.40,  p  = .38) and visuospatial working memory ( β  = −.33  p  = .011) predicted writing performance. In r-DCD, auditory-motor ( β  = − .67;  p  = .002) and visual-motor ( β  = −.40;  p  = .040) inhibition predicted math performance; visual-motor inhibition predicted writing performance ( β  = −.47;  p  = .015). Conclusion:  Lower inhibitory control and visuospatial working memory scores affect children with DCD and r-DCD’ school performance.

Do executive functions and gross motor skills predict writing and mathematical performance in children with developmental coordination disorder?