Play-based Motor-Cognitive Training for Improved Reading
Condition: Reading
Study type: Interventional

Summary: 
      The PLAYMORE study aims to investigate the effects of two interventions focusing on a close
      and meaningful coupling between bodily movement and academic content on early pre-reading and
      word recognition skills in children. Further, the study aims to compare two interventions
      involving either hand movements (i.e. using arms and hands) or whole-body movements (i.e.
      using the whole body). Potential mediating factors underlying the potential effect of bodily
      movement on early pre-reading and word recognition skills will be explored. The PLAYMORE
      study will be conducted as a three-armed randomized controlled trial including children aged
      five to six years recruited from four schools in the Copenhagen area, Denmark. Stratified by
      class, children will be randomly allocated to one of three 8-week intervention/control
      periods: 1) teaching involving whole-body movements, 2) teaching involving hand movements
      (i.e. arms and hands) or 3) teaching involving minimal motor movements (i.e. seated on a
      chair using paper and pencil). Outcome measurements, including pre-reading and word
      recognition skills, will be collected before and after the intervention period to assess the
      intervention effects. This study protocol follows the SPIRIT guidelines.
    


Intervention name(s): Teaching involving whole-body movements; Teaching involving hand movements; Teaching involving minimal motor movements (control)
Intervention type(s): Behavioral; Behavioral; Behavioral
Intervention description(s): The intervention consist of three 30 minutes sessions per week for eight weeks. Activities are conducted in small groups of six children and focus on the acquisition of letterforms, letter-sound correspondences and reading and spelling of short words. Activities involve whole-body movements and have been developed with the embodied learning theory in mind, linking movement closely to the learning content.; The intervention consist of three 30 minutes sessions per week for eight weeks. Activities are conducted in small groups of six children and focus on the acquisition of letterforms, letter-sound correspondences and reading and spelling of short words. Activities involve movements using hands and arms and have been developed with the embodied learning theory in mind, linking movement closely to the learning content.; The control condition consist of three 30 minutes sessions per week for eight weeks. Activities are conducted in groups of app. twelve children and focus on the acquisition of letterforms, letter-sound correspondences and reading and spelling of short words. Activities are completed seated on a chair using paper and pencil.
Allocation: Randomized
Intervention model: Parallel Assignment
Intervention model description: A three-armed randomized controlled trial
Masking: Double (Investigator, Outcomes Assessor)
Primary purpose: Other
Keywords: motor-enriched learning; embodied learning; physically active lessons; pre-reading skills; word recognition; preschool children