DC++ 0.881 download the last version for ios

A review by Buckingham et al., ( 2014) found that children are more likely to remain poor readers if they begin school as poor readers, especially children with low socioeconomic status (Buckingham et al., 2014). A primary objective of education is the development of literacy skills, and during the first year of school, children’s success in learning to read and write is a strong indicator of later success in school (Juel, 1988). Reading is an important basic competence acquired during early education years. It is of significant importance to ensure a good school start for children with a gradual introduction to academic content. We suggest that this teaching method could be beneficial for all school children at this age. The results also demonstrate that LP and HP have similar improvements and therefore, this type of activities are not particularly beneficial for children at risk for reading difficulties. Our results demonstrate that a short intervention based on movement-phonemes increase children’s letter knowledge and spelling performance. No differences were observed between LP-MOVE and HP-MOVE. A significantly higher improvement for LP in MOVE was observed compared to LP in CON from T1 to T2 in letter-sounds ( p < 0.0001), conditional letter-sounds ( p <0.0001), and for spelling performance ( p = 0.037). Within CON and MOVE, children were divided into low (LP) and high performers (HP) based on word reading performance at baseline. A significantly improvement for MOVE compared to CON from T1 to T2 was observed in children’s ability to name letter-sounds ( p < 0.001), conditional sounds ( p <0.001), and for spelling performance ( p = 0.002).

Children were evaluated on letter knowledge, word reading, and spelling performance before the intervention (T1) and after the intervention (T2). Children were randomly assigned to receive regular classroom teaching (CON) or to receive teaching focusing on letter-sound couplings with the use of the body (i.e., movement-phonemes) (MOVE).

We conducted a randomized controlled trial during 4 weeks for grade 1 children ( n = 52, age = 7.1). The study aimed to investigate the effect of embodied learning on children’s literacy skills and whether the activities were particularly beneficial for children at risk for reading difficulties.

DC++ 0.881 download the last version for ios