Move to read pilot program for academically struggling students to improve sight word performance

Weiyun Chen; Cynthia Bowers; Pamela Hodges Kulinna

doi:10.1123/JTPE.2020-0015

Move to read pilot program for academically struggling students to improve sight word performance

Weiyun Chen, Cynthia Bowers, Pamela Hodges Kulinna

Research output: Contribution to journal › Article › peer-review

Abstract

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, η²_p =.809). Conclusions: The MTR program shows promise for improving sight word performance using movement.

Original language	English (US)
Pages (from-to)	322-326
Number of pages	5
Journal	Journal of Teaching in Physical Education
Volume	40
Issue number	2
DOIs	https://doi.org/10.1123/JTPE.2020-0015
State	Published - 2021
Externally published	Yes

Keywords

Academic learning
Academically achieving students
Experiential learning theory
Physically active academic lessons

ASJC Scopus subject areas

Education
Physical Therapy, Sports Therapy and Rehabilitation
Orthopedics and Sports Medicine

Access to Document

10.1123/JTPE.2020-0015

Cite this

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title = "Move to read pilot program for academically struggling students to improve sight word performance",

abstract = "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, η2p =.809). Conclusions: The MTR program shows promise for improving sight word performance using movement.",

keywords = "Academic learning, Academically achieving students, Experiential learning theory, Physically active academic lessons",

author = "Weiyun Chen and Cynthia Bowers and Kulinna, {Pamela Hodges}",

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year = "2021",

doi = "10.1123/JTPE.2020-0015",

language = "English (US)",

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pages = "322--326",

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AU - Chen, Weiyun

AU - Bowers, Cynthia

AU - Kulinna, Pamela Hodges

PY - 2021

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N2 - 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, η2p =.809). Conclusions: The MTR program shows promise for improving sight word performance using movement.

AB - 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, η2p =.809). Conclusions: The MTR program shows promise for improving sight word performance using movement.

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Move to read pilot program for academically struggling students to improve sight word performance

Abstract

Keywords

ASJC Scopus subject areas

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