Dataset Information

Effects of 8 Weeks with Embodied Learning on 5-6-Year-Old Danish Children's Pre-reading Skills and Word Reading Skills: the PLAYMORE Project, DK.

ABSTRACT: The aim of this study was to investigate the effects of embodied learning on children's pre-reading and word reading skills. We conducted a three-armed randomized controlled trial including two intervention groups and one control group. One hundred forty-nine children from grade 0 (5-6 years old) who had just started school were recruited from 10 different classes from four elementary schools. Within each class, children were randomly assigned to receive teaching of letter-sound couplings and word decoding either with whole-body movements (WM), hand movements (HM), or no movements (CON) over an 8-week period. Children were evaluated on pre-reading, word reading, and motor skills before (T1), immediately after (T2), and after 17-22 weeks of retention period (T3) following the intervention. Between-group analysis showed a significant improvement in children's ability to name letter-sounds correctly from T1 to T2 (p < 0.001) and from T1 to T3 (p < 0.05) for WM compared to CON. HM and WM improved significantly in naming conditional letter-sounds from T1 to T2 (p < 0.01, p < 0.01) compared to CON and from T1 to T3 for the HM group compared to CON (p < 0.05). We did not find an effect on word reading or a correlation between motor skill performance and reading. Results from the present study suggest that there are beneficial effects of using whole-body movements for children. Hand motor movements indeed also had a performance effect on letter-sound knowledge; however, the whole-body movements had longer-lasting effects. We do not see an effect on whole word reading.

SUBMITTER: Damsgaard L

PROVIDER: S-EPMC9007695 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature

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Effects of 8 Weeks with Embodied Learning on 5-6-Year-Old Danish Children's Pre-reading Skills and Word Reading Skills: the PLAYMORE Project, DK.

Damsgaard Linn L Nielsen Anne-Mette Veber AV Gejl Anne Kær AK Malling Anne Sofie Bøgh ASB Jensen Søren Kildahl SK Wienecke Jacob J

Educational psychology review 20220414 3

The aim of this study was to investigate the effects of embodied learning on children's pre-reading and word reading skills. We conducted a three-armed randomized controlled trial including two intervention groups and one control group. One hundred forty-nine children from grade 0 (5-6 years old) who had just started school were recruited from 10 different classes from four elementary schools. Within each class, children were randomly assigned to receive teaching of letter-sound couplings and wo ...[more]

PMID: 35437341

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Project description:According to the Home Literacy Model (Sénéchal and LeFevre, 2002, 2014), young children can be exposed to two distinct types of literacy activities at home. First, meaning-related literacy activities are those where print is present but is not the focus of the parent-child interaction, for example, when parents read storybooks to their children. In contrast, code-related literacy activities focus on the print, for example, activities such as when parents teach their children the names and sounds of letters or to read words. The present study was conducted to expand the Home Literacy Model by examining its relation with children's engagement in literacy activities at home and at school as Finnish children transitioned from kindergarten to Grades 1 and 2. Two facets of children's engagement were examined, namely, children's independent reading at home and their interest in literacy activities. Children (N = 378) were tested and interviewed at the ends of kindergarten, Grade 1, and Grade 2. Mothers completed questionnaires on their home literacy activities at each test time, and they reported the frequency with which their children read independently twice when children were in grade school. Tested was a longitudinal model of the hypothesized relations among maternal home literacy activities (shared reading and teaching of reading), children's reading skills, independent reading, and their interest in literacy activities/tasks as children progressed from kindergarten to Grade 2. Stringent path analyses that included all auto-regressors were conducted. Findings extended previous research in four ways. First, the frequency of shared reading and teaching of reading at home predicted the frequency of children's independent reading 1 year later. Second, children with stronger early literacy skills in kindergarten read independently more frequently once they were in Grade 1. Third, parents adapted, from kindergarten to Grade 1, their teaching behaviors to their children's progress in reading, whereas shared reading decreased over time. Fourth, children's own reports of interest in literacy activities were mostly not linked to other variables. Taken together, these results add another layer to the Home Literacy Model.

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Dataset Information

Effects of 8 Weeks with Embodied Learning on 5-6-Year-Old Danish Children's Pre-reading Skills and Word Reading Skills: the PLAYMORE Project, DK.

Publications

Effects of 8 Weeks with Embodied Learning on 5-6-Year-Old Danish Children's Pre-reading Skills and Word Reading Skills: the PLAYMORE Project, DK.

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