Developing Pre-Reading Skills Through Movement

This thesis investigated whether integrating physical movement into letter knowledge instruction could enhance the pre-reading skills of kindergarten students identified as at risk of literacy challenges. The four-week Active Alphabet intervention embedded core pre-reading tasks within gross motor activities delivered during PE classes. Participants included students from both English and French kindergarten classrooms, with progress measured using the district-wide K Protocol assessment before and after the intervention. Analyses examined overall gains in letter knowledge as well as potential differences by language of instruction and gender. Results indicated measurable improvements in letter identification, with similar progress across both language groups and gender. These findings suggest that movement based literacy instruction offers an engaging and effective approach to early reading support and may reduce the number of students requiring intensive intervention in grade 1.

Name dc:type.qualificationname

other

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

University of Wales Trinity Saint David

Year dc:date.issued

2026

Author dc:creator

• Romano, Pierre Richard

• GV Hamdden Adloniant
• LB Theori ac arfer addysg

Dc Identifier Grantnumber

UWTSD

OAI identifier oai:identifier

oai:repository.uwtsd.ac.uk:4276