Eight weeks of embodied letter-sound teaching produced no transfer effect on word reading in 5–6-year-olds¶

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

Subclaims¶

q3 i? Neither intervention group differed from control on word reading with pictures (trained and near-transfer words) or the standardized word reading test at post-test or retention. → 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 · i? · causal · r2

Null result from the RCT's word reading measures (standardized test, reading with and without pictures); the results section also states "No significant differences were seen in Reading Test with Pictures." No effect sizes printed, so impact is null.

"However, no transfer effects were observed, and our hypothesis was not supported."

Discussion¶

Learner Variables¶

• Decoding — outcome: instruction changes it

Related Claims¶

• High baseline word-reading performers also benefit from the embodied learning intervention in letter-sound knowledge and spelling — related
• 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
• Low baseline word-reading performers in the embodied learning group improve letter-sound knowledge and spelling more than low performers in regular teaching — related
• A 4-week embodied learning intervention with movement-phonemes improves grade 1 children's letter-sound knowledge more than regular classroom teaching — related
• Both hand-movement and whole-body teaching improve naming of conditional letter-sounds post-intervention; the hand-movement advantage persists at retention — related
• An 11-week teacher-delivered phonological awareness intervention significantly improves kindergarten children's phoneme segmentation, letter knowledge, reading, and invented spelling — related
• Whole-body movement teaching improves matching of conditional letter-sounds to letters at retention compared with non-motor teaching — related
• Embodied learning gains do not differ between low and high baseline performers within the movement group — related
• MAST significantly improves language in four-to-five-year-old children (d = 0.2) — related