High baseline word-reading performers also benefit from the embodied learning intervention in letter-sound knowledge and spelling¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 High performers in MOVE improved all letter-sounds (d = 2.0), conditional letter-sounds (d = 2.5), and spelling (d = 1.1) more than high performers in CON. → Damsgaard 2023

Evidence¶

Damsgaard 2023¶

Damsgaard, L., Nielsen, A.-M. V., Topor, M. K., Hansen, R. A., Jensen, S. K., Markers, R. L., Gejl, A. K., Malling, A. S. B., & Wienecke, J. (2023). Embodied Learning Activities Focusing on Letter-Sound Knowledge Increase Spelling Performance in 1st Grade Children with Low and High Reading Ability. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09791-9

q3 · i3 · causal · r2

Subgroup analysis of high performers (above median baseline word reading; n=25 total; MOVE n=12, CON n=13) in the RCT showed significant improvements for MOVE over CON on letter-sound naming and spelling, with the printed effect sizes d = 2.0, d = 2.5, and d = 1.1.

"For high performers, a significant difference was observed for MOVE compared to CON in all letter-sounds (p < 0.0001, mean = 3.9, 95% CI (2.4, 5.5), d = 2.0), conditional letter sounds (p < 0.0001, mean = 3.8, 95% CI (2.5, 5.0), d = 2.5) (direct training effects), and spelling performance (transfer effect) (p = 0.006, mean = 2.4, 95% CI (0.7, 4.0), d = 1.1)."

Discussion¶

Learner Variables¶

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

Related Claims¶

• 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 — a broader claim this one bears on
• Embodied learning gains do not differ between low and high baseline performers within the movement group — related
• Initial skills moderate embodied training effects: arm-body training harms low-skilled students on dictation and legibility, and benefits high-skilled students on dictation — related
• Eight weeks of embodied letter-sound teaching produced no transfer effect on word reading in 5–6-year-olds — related