Both hand-movement and whole-body teaching improve naming of conditional letter-sounds post-intervention; the hand-movement advantage persists at retention¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 HM and WM each improved conditional letter-sound naming significantly more than CON from T1 to T2 (d = 0.6 and d = 0.5), and HM remained superior to CON at T3 (d = 0.5). → Linn Damsgaard 2022

Evidence¶

Linn Damsgaard 2022¶

Linn Damsgaard, Anne-Mette Veber Nielsen, Anne Kær Gejl, Anne Sofie Bøgh Malling, Søren Kildahl Jensen, Jacob Wienecke. (2022). Effects of 8 Weeks with Embodied Learning on 5–6-Year-Old Danish Children's Pre-reading Skills and Word Reading Skills: the PLAYMORE Project, DK. Educational Psychology Review (2022) 34:1709–1737. https://doi.org/10.1007/s10648-022-09671-8

q3 · i2 · causal · r2

Between-group mixed-model contrasts from the same RCT on the conditional letter-sound subscore (max 8). Both intervention groups beat CON post-intervention with "p < 0.01, d = 0.6, p < 0.01, d = 0.5"; HM beat CON at retention (p < 0.05, d = 0.5).

"both the hand motor movement group (HM) and the whole-body movement group (WM) improved significantly better at naming conditional letter-sounds compared to the control group (CON) from T1 to T2 (WMT1–T2 = 1050% and HMT1–T2 = 700% versus CONT1–T2 = 500%, p < 0.01, d = 0.6, p < 0.01, d = 0.5) and also from T1 to T3 for the HM group compared to CON"

Discussion¶

Learner Variables¶

• Alphabet Knowledge and Print Awareness — outcome: instruction changes it

Related Claims¶

• Whole-body movement teaching improves 5–6-year-olds' letter-sound naming more than non-motor teaching, immediately and at 17–22-week retention — related
• Whole-body movement teaching improves matching of conditional letter-sounds to letters at retention compared with non-motor teaching — related
• Most children taught with movements spontaneously use movements when naming letter-sounds, unlike non-motor-taught children — related
• A 4-week embodied learning intervention with movement-phonemes improves grade 1 children's letter-sound knowledge more than regular classroom teaching — related
• Eight weeks of embodied letter-sound teaching produced no transfer effect on word reading in 5–6-year-olds — related