ERIC Number: EJ1036253
Record Type: Journal
Publication Date: 2014-May
Abstractor: As Provided
Reference Count: 34
Using Physical Activity to Teach Academic Content: A Study of the Effects on Literacy in Head Start Preschoolers
Kirk, Stacie M.; Vizcarra, Coleman R.; Looney, Erin C.; Kirk, Erik P.
Early Childhood Education Journal, v42 n3 p181-189 May 2014
The potential impact of increased physical activity on early literacy skills in preschool children has not been sufficiently explored. Therefore, the purpose of this study was to determine the effects of a 6 month, low cost, teacher-directed, academic program that delivered existing literacy lessons using physical activity in Head Start preschools. Preschool Literacy Individual Growth and Development Indicators were used to assess early literacy and phonological awareness in the areas of alliteration and picture naming. The results showed significant increases in physical activity during free play and improvements in early literacy (Picture Naming, Alliteration) compared to a non-exercising control group. In conclusion, the findings suggest that academic lessons taught using physical activity improve early literacy in preschoolers.
Descriptors: Physical Activities, Preschool Children, Teaching Methods, Emergent Literacy, Instructional Effectiveness, Experimental Groups, Control Groups, Phonological Awareness, Naming, Achievement Gains, Physical Activity Level
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Authoring Institution: N/A