A longitudinal study on gross motor development in children with learning disorders.

Westendorp et al. (2014) followed the same group of kids with learning disorders every year from age 7 to 11.

They used standard motor tests to track two skill sets: moving the body through space (locomotor) and handling balls (object control).

By age 11, these children still moved like typical 7- or 8-year-olds. The gap stayed wide for both running and throwing.

The delay was not a short lag; it was a steady 3- to 4-year deficit that did not close over time.

Chiviacowsky et al. (2013) saw the same pattern in children with specific language impairment. Their motor and literacy scores also sat years below peers, showing the problem crosses different learning labels.

de Chaves et al. (2016) adds a twist. Their large survey linked poor strength and high BMI to coordination problems, but they also found some kids outgrew the issue. Marieke’s data say the gap stays open when a learning disorder is present.

De Kegel et al. (2016) tracked babies with cytomegalovirus and found early gross-motor delays by 24 months. Together, these studies trace one long line: motor deficits can start in infancy and remain sizable through late elementary school once a clinical diagnosis is on board.

If your learner has a learning disorder, plan for a multi-year motor curriculum. Don’t expect a quick catch-up by grade five. Embed extra practice for running, catching, and balance into the day, and write goals that stretch across semesters, not weeks.