The promising link between movement and reading instruction - PowerPoint Presentation

Slide1

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

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1

2

2

33

Structuring the integration

According to

Opitz

(2011), both reading and movement are:

ActivePurposefulEvaluativeThoughtfulStrategicPersistentProductiveI propose targeting these commonalities through the use of movement and reading together. How to Incorporate Movement in Reading Instruction

What does it look like

The Characters of the Underground Railroad

Students study specific people, through literature, and then play the game as those characters.

Active

PurposefulEvaluativeThoughtfulStrategicPersistentProductiveA Sample Activity Designed to Hit All Seven Shared Cognitive Processes

What does it

look like

Extensions:

Dramatic Monologues

ActiveProductiveThoughtfulShow What You KnowActiveThoughtfulNot All Activities Need to Hit All Seven

Lack of time

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

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 )

Movement as disruptive

Making it part of the routine makes it less distractingStudents are more on task with physical activity (Chomitz, 2009; Goh, Hannon, Webster,

Podlog, & Newton, 2016)Overcoming common barriers

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:ActivePurposefulEvaluativeThoughtfulStrategicPersistentProductive

references

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-V73-I1-5316 Center for Disease Control. (2017). Physical activity facts. Retrieved from https://www.cdc.gov/healthyschools/physicalactivity

/facts.htmChomitz, V. R., Slinning, M. M., McGowan, 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.2010.04.003Donnelly, J. E., &

Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement. Preventive Medicine, 52, S36-S42. doi:10.1016/j.ypmed.2011.01.021Fair, 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 on-task behavior. Journal of Physical Activity and Health, 13, 712-718. http://dx.doi.org/10.1123/jpah.2015-0238Leppänen, 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=4National 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 FitLit. Reading Teacher, 64(7), 535-540. doi:10.1598/RT.64.7.8Sofo, 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. Retrieved from

https://eric.ed.gov/?id=EJ1086510Speer, N. K., Reynolds, J. R., Swallow, K. M., & Zacks, J. M. (2009). Reading stories activates neural representations of visual and motor experiences. Psychological Science, 20(8), 989-999. https://doi-org.ezproxy.gvsu.edu/10.1111/j.1467-9280.2009.02397.xVazou, S., & Smiley-

Oyen, A. (2014). Moving and academic learning are not antagonists: acute effects on executive function and enjoyment. Journal of Sport & Exercise Psychology, 36(5), 474–485. doi:10. 1123/jsep.2014-0035. Vazou, S., Gavrilou, P., Mamalaki, E., Papanastasiou, A., & Sioumala, N. (2012). Does integrating physical activity in the elementary school classroom influence academic motivation? International Journal of Sport and Exercise Psychology, 10(4), 251-263. http://dx.doi.org/10.1080/1612197X.2012.682368