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Biancone_PL_ Dissertation_2018.pdf (894.18 KB)

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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

Biancone, Patricia L.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1530277897706931

Abstract Details

2018, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
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 = .008) and initial sounds (p = .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 = .001) and object control skills (p = <.001) with large effect sizes.
Jacqueline Goodway, PhD (Advisor)
Adrian Rodgers, PhD (Advisor)
Laura Justice, PhD (Committee Member)
181 p.
Curriculum Development; Early Childhood Education; Education; Literacy; Pedagogy; Physical Education; Preschool Education; Reading Instruction
alphabet knowledge; letter knowledge; emergent literacy; reading development; fundamental motor skills; motor skill development; preschool; Head Start; intervention; integrated interventions

Recommended Citations

Citations

  • Biancone, P. L. (2018). 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 [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1530277897706931

    APA Style (7th edition)

  • Biancone, Patricia. 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 . 2018. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1530277897706931.

    MLA Style (8th edition)

  • Biancone, Patricia. "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 ." Doctoral dissertation, Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1530277897706931

    Chicago Manual of Style (17th edition)

osu1530277897706931
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This open access ETD is published by The Ohio State University and OhioLINK.