Most children taught with movements spontaneously use movements when naming letter-sounds, unlike non-motor-taught children¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? During the letter-sound test, no control-group children supported answers with movements, while 53% of pooled WM and HM children did. → 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
Descriptive observation recorded during the naming test in the RCT; percentages are descriptive with no statistical test reported, so impact is null.
"During the letter-sound test, none of the children in the CON group supported their answers with movements. In contrast, pooled data from WM and HM groups showed that 53% of children supported their answers with movements."
Discussion¶
Related Claims¶
- Both hand-movement and whole-body teaching improve naming of conditional letter-sounds post-intervention; the hand-movement advantage persists at retention — related
- Children's baseline motor skills do not correlate with reading-related outcomes or with their use of movement when naming letter-sounds — related
- A 4-week embodied learning intervention with movement-phonemes improves grade 1 children's letter-sound knowledge more than regular classroom teaching — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
movement-use-during-letter-sound-test |
title |
Most children taught with movements spontaneously use movements when naming letter-sounds, unlike non-motor-taught children |
description |
Most children taught with movements spontaneously use movements when naming letter-sounds, unlike non-motor-taught children |
status |
review |
evidence_strength |
weak |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — linn-damsgaard-2022 |
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