The Movement ABC-3 Checklist and its Link to Dyslexia

The connection between literacy challenges and physical coordination is more than just a coincidence. Research suggests a significant overlap between Specific Learning Difficulties (SpLDs) like dyslexia and Developmental Coordination Disorder (DCD), often referred to as Dyspraxia.

To bridge the gap between noticing a struggle and getting professional help, the Movement Assessment Battery for Children, Third Edition (Movement ABC-3) Checklist has emerged as a gold-standard screening tool. In this review, we explore how this tool works and why it is a game-changer for parents and educators navigating the world of dyslexia.

Why Movement Matters in Dyslexia

When a child has dyslexia, their brain processes graphic and phonological information differently. Similarly, if they have co-occurring motor issues, their brain may struggle to automate physical movements. This leads to:

Before diving into the technicalities of the Movement ABC-3, it is vital to understand the “Co-occurrence” factor. Statistics indicate that approximately 30-50% of children with dyslexia also exhibit significant motor coordination difficulties.

• Dysgraphia: Difficulty with the physical act of writing.
• Visual-Motor Integration Issues: Problems tracking text across a page.
• Fatigue: Using double the cognitive energy to manage both movement and thought.

The Movement ABC-3 Checklist allows us to stop guessing and start measuring these physical barriers.

What is the Movement ABC-3 Checklist?

Authored by Sheila E. Henderson and Anna L. Barnett and published by Pearson, the Movement ABC-3 Checklist is a standardized screening measure designed to identify everyday gross and fine motor difficulties.

The Basics

• Target Age Range: 3:00 to 25:11 years.
• Qualification Level: Level A (Accessible to parents, teachers, and caregivers).
• Time to Complete: Approximately 15 minutes.

Unlike the full “Test” version, which requires a professional degree (Level B), the Checklist is designed for the front lines. It empowers the people who see the child every day—parents and teachers—to provide data that can trigger a formal referral to an Occupational Therapist (OT).

A Deep Dive into the Checklist Structure

The Third Edition has been significantly modernized. It is no longer just about whether a child can catch a ball; it’s about how their movement affects their entire life.

Part 1: Movement and Coordination (The Core)

This section features 40 questions scored on a 4-point scale. For a student with dyslexia, the Manual Dexterity domain is often the most revealing.

• Manual Dexterity (24 items): Assesses drawing, writing, keyboarding, and personal care.
• Aiming and Catching (8 items): Focuses on ball skills and hand-eye coordination.
• Balance and Locomotion (8 items): Covers posture and movement through space.

Part 2: Non-Motor Aspects

This is where the Movement ABC-3 shines for the neurodivergent community. It looks at 14 statements regarding motivation, concentration, and understanding. We know that children with dyslexia often struggle with “learned helplessness” or focus issues. This section helps determine if a child “can’t” do a task or if their “focus” is the primary barrier.

Part 3: Impact of Movement Difficulties (The “New” Factor)

New to the Third Edition, this section measures the real-world consequences. If a child has poor motor skills, how does it affect their:

• Self-esteem?
• Social life and relationships?
• Progress at school or university?

For a 20-year-old at university with dyslexia, the “Impact” section might reveal that their inability to take fast notes (motor) is causing more distress than their actual reading speed (literacy).

The “Traffic Light” Scoring System

The Checklist uses a simple, intuitive system based on the Total Motor Score (CTMS). This makes it incredibly easy for a parent to communicate results to a GP or school SENCO.

Reliability and Validity: Can You Trust It?

When advocating for a child with dyslexia, you need data that holds weight. The Movement ABC-3 Checklist was standardized on a sample of 1,067 individuals across the UK, Australia, and New Zealand.

• Reliability: With coefficients between .85 and .92, the results are highly consistent.
• Validity: The tool has been proven to effectively differentiate between “typically developing” individuals and those with a formal diagnosis of DCD (Developmental Coordination Disorder).

Pros and Cons for the Dyslexia Community

The Strengths

• Speed: In just 15 minutes, you can have a standardized score.
• Accessibility: You don’t need a PhD to fill this out. If you are a parent who suspects “something more” than just dyslexia, you can use this tool to build your case.
• Holistic View: It recognizes that “clumsiness” isn’t just physical—it’s emotional and social.

The Limitations

• Screening Only: It is not a diagnosis. It is a “red flag” system.
• No Intervention Tips: The manual tells you if there is a problem, but not how to fix it. You will still need an Occupational Therapist for the “how.”
• Cross-Referencing: For a full picture of Specific Learning Difficulties, the manual notes you should cross-reference with the DASH-2 (Detailed Assessment of Speed of Handwriting).

Conclusion: A Vital First Step

For parents and educators of children with dyslexia, the Movement ABC-3 Checklist is an invaluable ally. We often focus so heavily on phonics and decoding that we forget the physical toll of neurodivergence.

By using this checklist, we can identify motor hurdles early—potentially as young as age three. This early identification ensures that a child doesn’t just get help with their reading, but also receives the physical support they need to navigate the world with confidence.

Whether you are a teacher noticing “messy” work or a parent worried about your child’s self-esteem on the playground, the Movement ABC-3 Checklist provides the clarity needed to take the next step.

Expert Tip: If your child scores in the Red or Amber zone on the Checklist, bring the report to your next IEP (Individualized Education Program) meeting or GP appointment. It serves as objective evidence that your child’s needs extend beyond the traditional literacy curriculum.