Date of Graduation
Summer 2009
Degree
Master of Science in Education in Literacy
Department
Reading, Foundations, and Technology
Committee Chair
Beth Hurst
Abstract
The purpose of this study was to determine if there was a significant difference between the reading scores of kindergarten students whose teachers incorporated perceptual-motor activities as part of instruction and kindergarten students whose teachers did not incorporate perceptual-motor activities as part of instruction. Some schools have recognized the advantage motor development can have on emergent readers. For this study, there were a total of six kindergarten classrooms chosen. Three classrooms selected incorporated perceptual-motor instruction and three classrooms selected did not incorporate perceptual-motor instruction. Ten students from each classroom were randomly selected for the study. End of the year Developmental Reading Assessment (DRA) scores were analyzed to determine if a significant difference existed between the two groups. An Independent t-Test was used to compare the two groups. Results indicated there was a significant difference in the reading scores of students who received perceptual-motor instruction and students who did not receive perceptual-motor instruction at the 0.098 level of significance; therefore, the hypothesis was accepted. Results from the study indicated that perceptual-motor instruction benefits the reading level of kindergarten students.
Keywords
movement, perceptual-motor, perceptual-motor instruction, reading, reading scores, kindergarten, emergent readers, literacy
Subject Categories
Other Education
Copyright
© Beth Taira Bridges
Recommended Citation
Bridges, Beth Taira, "A Causal Comparative Study of the Connection Between Kindergarten Reading Scores and Perceptual-Motor Instruction" (2009). MSU Graduate Theses/Dissertations. 1527.
https://bearworks.missouristate.edu/theses/1527
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