By purchasing this content you agree and accept the terms and conditions
Purpose: To present a pilot study that uses experiential learning theory to understand the effect of a Move to Read (MTR) program on student performance on a sight word test. Methods: Two groups in a school were compared. The academic struggling students (n = 37) received MTR activities in the classroom and physical education, whereas the regular academic achieving group (n = 28) only had the MTR activities in physical education during the eight and a half months’ pilot study. Students were tested using the Dolch Sight Word test. Results: Analysis of covariance showed no group differences. Repeated-measures analysis of variance showed significant increases in the sight word test for the academically struggling group over time (F2 = 152.276, p < .001,
Chen is with the School of Kinesiology, University of Michigan, Ann Arbor, MI, USA. Bowers is with the Holmes Elementary School, Ypsilanti Community Schools, Ypsilanti, MI, USA. Hodges Kulinna is with the Mary Lou Fulton Teachers College, Arizona State University, Mesa, AZ, USA.