Culminating Project Title
Date of Award
Culminating Project Type
Special Education: M.S.
School of Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
movement, motor development, cognition, pre-academics, pre-literacy, preschool
The purpose of this study was to identify the impact participation in a movement
program has on prekindergarten-aged (4-5-year-old) children’s pre-literacy skills.
Twelve children, prekindergarten age, 1 year before kindergarten eligibility, enrolled in a school readiness program, participated in the study for six weeks. The 12 children were divided into two groups, a treatment group that participated in the daily movement program and a control group that did not participate in the movement program but engaged in free choice activities in the classroom. The treatment group participated in the movement activities in a room separate from the classroom. This room designated as the S.M.A.R.T. room is where all the children enrolled in the early childhood program participated in the S.M.A.R.T. activities. Pre-literacy skills for all children in the preschool program were measured in the fall and in the spring in line with the program’s progress reporting schedule using Individual Growth and Development Indicators-Early Literacy® (IGDI’s-EL) Literacy (picture naming, rhyming, and alliteration). The movement program used was Stimulating Maturation Through Accelerated Readiness Training (S.M.A.R.T.) Early Childhood. The program, developed by A Chance to Grow, includes activities for training children in eye/hand coordination, mental focus, gross and fine motor skills, sequencing, left/right awareness, and spatial relations. Pre-literacy skill scores were compared between the two groups to determine if children who regularly participated in a structured movement program obtained higher scores than children who did not.
Results for this sample indicate there was not a positive correlation of an increase in literacy scores for either group that participated in this study.
Hoppe, Julie, "Participation In A Movement Program and Its Impact on Pre-Academics: Pre-Literacy" (2016). Culminating Projects in Special Education. 24.