The Effects of an Integrated Early Literacy and Motor Skill Intervention on Children's Alphabet Knowledge, Initial Sound Awareness, and Fundamental Motor Skill Outcomes: An Early Efficacy Study

Autor/in	Biancone, Patricia L.
Titel	The Effects of an Integrated Early Literacy and Motor Skill Intervention on Children's Alphabet Knowledge, Initial Sound Awareness, and Fundamental Motor Skill Outcomes: An Early Efficacy Study
Quelle	(2018), (182 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Ohio State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4386-5102-9
Schlagwörter	Hochschulschrift; Dissertation; Emergent Literacy; Psychomotor Skills; Intervention; Child Development; Preschool Children; Alphabets; Phonological Awareness; Preschool Education; Disadvantaged Youth; Program Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Frühleseunterricht; Psychomotorische Aktivität; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Buchstabenschrift; Benachteiligter Jugendlicher
Abstract	The prevalence and effects of lagging or delayed early literacy and motor skill development in children of low-SES backgrounds is a significant issue that can have adverse developmental consequences and affect children's ability to succeed in school (Evans, 2004; NELP, 2008; Stodden et al., 2008). This study examined the impact of the "Reading and Motor Program for Preschoolers" (RaMPP) on the letter knowledge, initial sound awareness, and fundamental motor skills of Head Start preschool children. RaMPP is an integrated curricula model designed to improve child outcomes in early literacy and fundamental motor skill development. The current study had two primary aims: (a) to determine the extent to which the RaMPP intervention was implemented as designed, and (b) to determine the extent to which the RaMPP intervention impacted the alphabet knowledge, initial sound awareness, and fundamental motor skill development of Head Start preschool children relative to Head Start business-as-usual instruction. The study used a two-group pre-posttest experimental design with three Head Start preschool centers and a total of 10 classrooms and 102 students. Classrooms (and children within classrooms) were randomly assigned to the RaMPP intervention condition (5 classrooms; n = 51) and or business-as-usual control condition (5 classrooms; n = 51). Overall fidelity of the RaMPP intervention was 85.41% and it was also determined that there were sufficient distinguishing features of the RaMPP intervention differentiating it from the business-as-usual instruction of the control condition. The results indicated that the RaMPP intervention was significant for lowercase letters (p = 0.008) and initial sounds (p = 0.012) outcomes when controlling for age at pretest with medium effect sizes. Results also revealed that there were significant differences between groups on posttest scores for locomotor (p = 0.001) and object control skills (p. = ?0.001) with large effect sizes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01