Degree Name

MA (Master of Arts)

Program

Early Childhood Education

Date of Award

8-2007

Committee Chair or Co-Chairs

Pamela Evanshen

Committee Members

Amy Malkus, Jane T. Broderick, Laurelle Phillips

Abstract

The purpose of this study was to extend the knowledge of the relationship between movement and cognition by examining the impact of a sensory-motor program on the literacy skills of first grade learners from one elementary school in East Tennessee.

Literacy skills were evaluated using five subtests of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment.

A 2 x 2 x 2 mixed factorial MANOVA was used to analyze group, gender, and test time effects on multiple dependent variables. The analysis yielded a statistically significant result (p < .05) in gains for the movement group and a significant interaction between gender and group. Post hoc analysis indicated that participation in a movement program appeared to negatively impact males and positively impact females.

Replication of this study with a longer duration is strongly recommended to substantiate these findings.

Document Type

Thesis - Open Access

Copyright

Copyright by the authors.

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