Abstract The potential impact of increased physical
activity on early literacy skills in preschool children has not
been sufficiently explored. Therefore, the purpose of this
study was to determine the effects of a 6 month, low cost,
teacher-directed, academic program that delivered existing
literacy lessons using physical activity in Head Start
preschools. Preschool Literacy Individual Growth and
Development Indicators were used to assess early literacy
and phonological awareness in the areas of alliteration and
picture naming. The results showed significant increases in
physical activity during free play and improvements in
early literacy (Picture Naming, Alliteration) compared to a
non-exercising control group. In conclusion, the findings
suggest that academic lessons taught using physical activity
improve early literacy in preschoolers.

j318

371.3 STA u

Perpustakaan FITK Pusat

Tersedia

• Using Physical Activity to Teach Academic Content: A Study of the Effects on Literacy in Head Start Preschoolers
  (2014) 42:181–189

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