Embodied learning gains do not differ between low and high baseline performers within the movement group¶

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

Subclaims¶

q3 i? No significant differences were observed between low and high performers within the MOVE group on letter knowledge and spelling measures. → 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 · i? · causal · r2

In the RCT's MOVE group (n=24), comparisons between low and high performers found no significant differences; the article reports no effect size for this null finding, so equivalence was not tested.

"No significant differences were observed between low and high performers within the MOVE group, indicating that the embodied learning intervention is beneficial both for low and high performers."

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
• Low baseline word-reading performers in the embodied learning group improve letter-sound knowledge and spelling more than low performers in regular teaching — related
• Making human movements tends to be more beneficial for learning than observing them (review's synthesis) — 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