ERIC Number: EJ1089662
Record Type: Journal
Publication Date: 2016-Mar
Abstractor: As Provided
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.
Descriptors: Health Behavior, Emergent Literacy, Preschool Children, African Americans, Socioeconomic Status, Low Income, Urban Areas, Disadvantaged Youth, Preschool Education, Intervention, Program Design, Quasiexperimental Design, Academic Achievement, Control Groups, Phonological Awareness, Naming, Pictorial Stimuli, Task Analysis, Rhyme, Program Effectiveness, Physical Activities
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Authoring Institution: N/A