The purpose of this study was to extend the knowledge of the relationship between movement and cognition by examining the impact of a sensory-motor program on the literacy skills of first grade learners from one elementary school in East Tennessee.
Literacy skills were evaluated using five subtests of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment.
A 2 x 2 x 2 mixed factorial MANOVA was used to analyze group, gender, and test time effects on multiple dependent variables. The analysis yielded a statistically significant result (p < .05) in gains for the movement group and a significant interaction between gender and group. Post hoc analysis indicated that participation in a movement program appeared to negatively impact males and positively impact females.
Replication of this study with a longer duration is strongly recommended to substantiate these findings.
","abstract_html":"<p>The purpose of this study was to extend the knowledge of the relationship between movement and cognition by examining the impact of a sensory-motor program on the literacy skills of first grade learners from one elementary school in East Tennessee.</p><p>Literacy skills were evaluated using five subtests of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment.</p><p>A 2 x 2 x 2 mixed factorial MANOVA was used to analyze group, gender, and test time effects on multiple dependent variables. The analysis yielded a statistically significant result (<em>p</em> < <em>.05</em>) in gains for the movement group and a significant interaction between gender and group. Post hoc analysis indicated that participation in a movement program appeared to negatively impact males and positively impact females.</p><p>Replication of this study with a longer duration is strongly recommended to substantiate these findings.</p>","abstract_has_math":false,"creators":["Luppe, Kathy S."],"institution":null,"degree_name":"MA (Master of Arts)","degree_level":"Thesis - unrestricted","degree_discipline":"Early Childhood Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-08-14T07:00:00Z","date_published":"2007-08-14T07:00:00Z","updated_at":"2026-07-24T02:21:19Z","subjects":["movement","literacy","Kinesiology","Life Sciences","Psychology of Movement"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/2104","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Luppe, Kathy S."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2007-08-14T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Early Childhood Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MA (Master of Arts)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["movement","literacy","Kinesiology","Life Sciences","Psychology of Movement"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/3465/viewcontent/LuppeK071107f.pdf","https://dc.etsu.edu/etd/2104"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to extend the knowledge of the relationship between movement and cognition by examining the impact of a sensory-motor program on the literacy skills of first grade learners from one elementary school in East Tennessee.
Literacy skills were evaluated using five subtests of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment.
A 2 x 2 x 2 mixed factorial MANOVA was used to analyze group, gender, and test time effects on multiple dependent variables. The analysis yielded a statistically significant result (p < .05) in gains for the movement group and a significant interaction between gender and group. Post hoc analysis indicated that participation in a movement program appeared to negatively impact males and positively impact females.
Replication of this study with a longer duration is strongly recommended to substantiate these findings.
"]},{"key":"dc:title","label":"Title","values":["The Effects of Movement on Literacy."]}]}],"canonical_facts":{"dc:creator":["Luppe, Kathy S."],"dc:date.issued":["2007-08-14T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to extend the knowledge of the relationship between movement and cognition by examining the impact of a sensory-motor program on the literacy skills of first grade learners from one elementary school in East Tennessee.
Literacy skills were evaluated using five subtests of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment.
A 2 x 2 x 2 mixed factorial MANOVA was used to analyze group, gender, and test time effects on multiple dependent variables. The analysis yielded a statistically significant result (p < .05) in gains for the movement group and a significant interaction between gender and group. Post hoc analysis indicated that participation in a movement program appeared to negatively impact males and positively impact females.
Replication of this study with a longer duration is strongly recommended to substantiate these findings.
"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/3465/viewcontent/LuppeK071107f.pdf","https://dc.etsu.edu/etd/2104"],"dc:rights":["Copyright by the authors."],"dc:subject":["movement","literacy","Kinesiology","Life Sciences","Psychology of Movement"],"dc:title":["The Effects of Movement on Literacy."],"thesis:degree_discipline":["Early Childhood Education"],"thesis:degree_level":["Thesis - unrestricted"],"thesis:degree_name":["MA (Master of Arts)"]},"updated_at":"2026-07-24T02:21:19Z"}