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ERIC Number: EJ1089662
Record Type: Journal
Publication Date: 2016-Mar
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4391
Sixty Minutes of Physical Activity per Day Included within Preschool Academic Lessons Improves Early Literacy
Kirk, Stacie M.; Kirk, Erik P.
Journal of School Health, v86 n3 p155-163 Mar 2016
Background: The effects of increases in physical activity (PA) on early literacy skills in preschool children are not known. Methods: Fifty-four African-American preschool children from a low socioeconomic urban Head Start participated over 8 months. A 2-group, quasi-experimental design was used with one preschool site participating in the PA intervention and a second site participating as the control site. The PA program was designed to promote 300 minutes/week of moderate to vigorous PA academic lessons. Academic achievement related to early literacy and phonological awareness in the areas of rhyming and alliteration were assessed at baseline, 4 and 8 months. Results: Over 8 months, rhyming significantly (p < 0.01) improved in the PA group (173 ± 12%) compared with the controls (28 ± 8%) resulting in between group differences at 8 months (p < 0.01). Alliteration significantly (p < 0.01) improved in the PA group (52 ± 16%) compared with controls (13 ± 5%), resulting in between group differences at 8 months (p < 0.01). As minutes of exposure to moderate to vigorous PA increased, the change in picture naming (R[superscript 2] = 0.35, p < 0.05), alliteration (R[superscript 2] = 0.38, p < 0.05), and rhyming (R[superscript 2] = 0.42, p < 0.05), increased. Conclusion: A teacher-directed PA program is effective at increasing PA and improving early literacy.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A