THE PROMISING LINK BETWEEN MOVEMENT AND READING INSTRUCTION
THE PROMISING LINK BETWEEN MOVEMENT AND READING INSTRUCTION Anna Gall
HISTORY OF READING INSTRUCTION • Basal Readers • Individualized Reading Instruction • Phonics vs. Whole Language • Comprehension • Balanced Literacy
MOVEMENT, A SOLID CANDIDATE FOR CHANGE How Movement Addresses Those Needs Why We Need Change 1 absent activity 1 It gets students moving and enforces the idea that fitness is important 2 missing motivation 2 Movement makes reading more fun 3 subpar scores 3 Physical activity and academic achievement are closely linked
According to Opitz (2011), both reading and movement are: • Active • Purposeful STRUCTURING THE INTEGRATION • Evaluative • Thoughtful • Strategic How to Incorporate Movement in Reading Instruction • Persistent • Productive • I propose targeting these commonalities through the use of movement and reading together.
• The Characters of the Underground Railroad WHAT DOES IT LOOK LIKE • Students study specific people, through literature, and then play the game as those characters. • Active • Purposeful A Sample Activity Designed to Hit All Seven Shared Cognitive Processes • Evaluative • Thoughtful • Strategic • Persistent • Productive
• Extensions: WHAT DOES IT LOOK LIKE Not All Activities Need to Hit All Seven • Dramatic Monologues • Active • Productive • Thoughtful • Show What You Know • Active • Thoughtful
Lack of time OVERCOMING COMMON BARRIERS • Teaching content • test scores in reading are higher for students who are physically active (Chomitz, 2009; Donnelly & Lambourne, 2011; Fair, Hughey, Powers, and King, 2017) Inability to learn and move Moveme nt as disruptive • The neural connections already exist (Opitz, 2011) • Areas of the brain activated during reading and movement are the same (Speer et al. 2009) • Students are more engaged when movement is part of the lesson (Vazou & Smiley. Oyen, 2014 ) • Making it part of the routine makes it less distracting • Students are more on task with physical activity (Chomitz, 2009; Goh, Hannon, Webster, Podlog, & Newton, 2016)
Movement Can: • Help students be physically active and reinforce the concept that physical activity is important • Make reading more fun • Increase student test scores It Should Be Implemented with Activities That Are: • Active • Purposeful • Evaluative • Thoughtful • Strategic • Persistent • Productive
REFERENCE S Benes, S. , Finn, K. E. , Sullivan, E. C. , & Yan, Z. (2016). Teachers’ perceptions of using movement in the classroom. The Physical Educator, 73, 110 -135. http: //dx. doi. org/10. 18666/TPE-2016 -V 73 -I 15316 Center for Disease Control. (2017). Physical activity facts. Retrieved from https: //www. cdc. gov/healthyschools/physicalactivity/facts. htm Chomitz, V. R. , Slinning, M. M. , Mc. Gowan, R. J. , Mitchell, S. E. , Dawson, G. F. , & Hacker, K. A. (2009). Is there a relationship between physical fitness and academic achievement? Positive results from public school children in the northeastern United States. Journal of School Health, 79(1), 30 -37. Cothran, D. J. , Kulinna, P. H. , & Garn, A. C. (2010). Classroom teachers and physical activity integration. Teaching and Teacher Education, 26, 1381 -1388. doi: 10. 1016/j. tate. 2010. 04. 003 Donnelly, J. E. , & Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement. Preventive Medicine, 52, S 36 -S 42. doi: 10. 1016/j. ypmed. 2011. 021 Fair, M. L. , Reed, J. A. , Hughey, S. M. , Powers, A. R. , & King, S. (2017). The association between aerobic fitness and academic achievement among elementary school youth. Transitional Journal of the ACSM, 2(9), 44 -50. Goh, T. L. , Hannon, J. C. , Webster, C. A. , & Podlog, L. (2017). Classroom teachers’ experiences implementing a movement integration program: Barriers, facilitators, and continuance. Teaching and Teacher Education, 66, 88 -95. http: //dx. doi. org/10. 1016/j. tate. 2017. 04. 003 Goh, T. L. , Hannon, J. , Webster, C. , Podlog, L. , & Newton, M. (2016). Effects of a TAKE 10! classroom-based physical activity intervention on third-to fifth-grade children’s ontask behavior. Journal of Physical Activity and Health, 13, 712 -718. http: //dx. doi. org/10. 1123/jpah. 2015 -0238 Leppänen, U. , Aunola, K. , & Nurmi, J. E. (2005). Beginning readers’ reading performance and reading habits. Journal of Research in Reading, 28(4), 383 -399. Michigan Department of Education. (2015). Grades K-8 social studies content expectations (pp. 9 -41). Lansing, MI: State Board of Education. National Center for Education Studies. (2015). NAEP Data Explorer. Retrieved from https: //www. nationsreportcard. gov/reading_math_2015/#reading? grade=4 National Governors Association Center for Best Practices, & Council of Chief State School Officers. (2010). Common Core State Standards for english/language arts: Grade 4 reading literature. Retrieved from http: //www. corestandards. org/ELA-Literacy/RL/4/ Opitz, M. F. (2011). Transcending the curricular barrier between fitness and reading with Fit. Lit. Reading Teacher, 64(7), 535 -540. doi: 10. 1598/RT. 64. 7. 8 Sofo, S. , & Asola, E. F. (2015). Perceived barriers to teaching movement and physical activity to kindergarteners in Ghana. Journal of Education and Practice, 6(36), 134 -140.
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