Move to Read Pilot Program for Academically Struggling Students to Improve Sight Word Performance

in Journal of Teaching in Physical Education
Weiyun Chen*,1, Cynthia Bowers*,2, and Pamela Hodges Kulinna*,3
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  • 1 University of Michigan
  • | 2 Ypsilanti Community Schools
  • | 3 Arizona State University
DOI:
https://doi.org/10.1123/jtpe.2020-0015
Keywords:
academically achieving students; academic learning; experiential learning theory; physically active academic lessons
First Published Online:
23 Jul 2020
In Print:
Volume 40: Issue 2
Page Range:
322–326
Restricted access

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, ηp2=.809). Conclusions: The MTR program shows promise for improving sight word performance using movement.

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.

Chen (chenwy@umich.edu) is corresponding author.

Journal of Teaching in Physical Education

Cover Journal of Teaching in Physical Education

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