Whole-body movement teaching improves matching of conditional letter-sounds to letters at retention compared with non-motor teaching¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 WM outperformed CON on conditional letter-sound matching from T1 to T3 (p < 0.05, d = 3.0), with no between-group differences on total or standard-sound matching. → 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 · i3 · causal · r2

Letter-Sound Matching multiple-choice subscore (max 15) from the RCT's mixed-model analysis at retention; the printed "d = 3.0" is unusually large and rests on a single contrast.

"but for the conditional letter-sounds, there was a sig- nificant difference between WM and CON from T1 to T3 (C ONT1–T3 = 68% versus WM T1–T3 = 132%, p < 0.05, d = 3.0"

Discussion¶

Learner Variables¶

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

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
• 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 5–6-year-olds' letter-sound naming more than non-motor teaching, immediately and at 17–22-week retention — a broader claim this one bears on
• 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
• Low baseline word-reading performers in the embodied learning group improve letter-sound knowledge and spelling more than low performers in regular teaching — related