Effects of programmed ball handling activities on the reading ability of second grade students

Abstract

This study is concerned with the effects of daily practice in a variety of visually guided ball handling activities on the reading ability of second grade children. A series of ball handling activities was prepared and given a composite rating by three optometrists as to their difficulty. The children were divided into two equivalent groups on the basis of their scores on the Metropolitan Achievement Test in reading. The series of ball handling activities was administered to the experimental group for a period of one semester. The groups were again tested and the scores treated statistically by using the Mann-Whitney U-Test to determine whether or not a significant difference existed in the reading ability of the two groups. No significant difference was found.