While movement is critical to young children’s
development, there is an ongoing debate about the time
devoted to teaching movement in early childhood classrooms.
Nevertheless, research has established a link between
specific precursor motor skills and early literacy development.
This study investigated the synergistic effect of practising
specific movements through daily actions and songs
alongside the explicit teaching of phonological awareness
and phonics in 400 preschool children (aged between four
and five). Results indicate that students who received the
combined intervention of explicit phonological awareness
and movement were the only group to perform significantly
better than the control group on measures of phonological
awareness, invented spelling and spelling. An interesting
outcome was that the literacy/movement group and not the
movement group made significantly larger gains for the
movement measure. These findings suggest that teaching
pre-primary aged children early literacy and movement in
tandem is more beneficial than teaching either in isolation.

j27

372.21 072 DEB t

Perpustakaan FITK Pusat

Tersedia

• The Synergistic Effect of Teaching a Combined Explicit Movement and Phonological Awareness Program to Preschool Aged Students

Share :