Impact of movement on literacy development in the kindergarten classroom

Abstract

In an ever-demanding society, state standards and expectations of students, as well as teachers, continue to increase at grade levels across the board. This demands professionals to put appropriate, effective research-based interventions in place that will benefit all students regardless of skill level. Finding an effective intervention and/or program can be difficult when incorporating a large range of development at the kindergarten level. Students enter into kindergarten with varying experiences: ranging from no prior preschool, to a limited daycare environment, to an abundance of preschool opportunities. This is not to exclude home environment experiences. Children may come from homes that are rich with literature, while others may not have had opportunities to explore and enjoy good books. Because students at the kindergarten level respond enthusiastically to motor movement throughout the day, it would be logical that academics could be fostered through these opportunities. It would also benefit all students, regardless of their age, gender, or developmental level. Overall the study has shown that movement has an impact on students' literacy development and is not contingent on gender or birth date.