Low baseline word-reading performers in the embodied learning group improve letter-sound knowledge and spelling more than low performers in regular teaching¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i3 large
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Low performers in MOVE improved all letter-sounds (d = 2.2) and conditional letter-sounds (d = 2.2) more than low performers in CON. → Damsgaard 2023 q3 i3 Low performers in MOVE improved spelling performance more than low performers in CON (d = 0.8). → 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 the RCT comparing low performers (below median baseline word reading; n=26 total) in MOVE (n=12) versus CON (n=14) using linear mixed models found significantly higher improvement for low performers in MOVE on letter-sound measures.

"Between-group analyses revealed a significantly higher improvement for low performers in MOVE compared to low performers in CON from T1 to T2 in all letter-sounds (p < 0.0001, mean = 4.1, 95% CI (2.6, 5.6), d = 2.2), conditional letter-sounds (p < 0.0001, mean = 3.4, 95% CI (2.2, 4.5), d = 2.2)"

Damsgaard 2023 (2)¶

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

The same subgroup analysis showed a significant spelling transfer effect for low performers in MOVE versus low performers in CON, with d = 0.8 reported for the spelling transfer effect.

"and for spelling performance (transfer effect) (p = 0.037, mean = 1.8, 95% CI (0.1, 3.5) d = 0.8) (Fig. 4 )."

Discussion¶

Learner Variables¶

• Alphabet Knowledge and Print Awareness — 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
• 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
• Eight weeks of embodied letter-sound teaching produced no transfer effect on word reading in 5–6-year-olds — related
• Whole-body movement teaching improves matching of conditional letter-sounds to letters at retention compared with non-motor teaching — related