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

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). Participants were 63 children with DCD ( = 8.70,  = .64), 31 children with r-DCD ( = 8.90,  = 0.74), and 63 typical development children ( = 8.74,  = .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. In DCD, processing speed ( = -.42,  = .005), and auditory-motor inhibition ( = -.36,  = .009), and auditory-verbal inhibition ( = -.38,  = .023) predicted math performance; and auditory-motor ( = -.40,  = .38) and visuospatial working memory ( = -.33  = .011) predicted writing performance. In r-DCD, auditory-motor ( = - .67;  = .002) and visual-motor ( = -.40;  = .040) inhibition predicted math performance; visual-motor inhibition predicted writing performance ( = -.47;  = .015). Lower inhibitory control and visuospatial working memory scores affect children with DCD and r-DCD' school performance.