Date of Graduation

Summer 2009

Degree

Master of Science in Education in Literacy

Department

Reading, Foundations and Technology

Committee Chair

Beth Hurst

Keywords

movement, perceptual-motor, perceptual-motor instruction, reading, reading scores, kindergarten, emergent readers, literacy

Subject Categories

Other Education

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.

Copyright

© Beth Taira Bridges

Campus Only

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