Does a dance-based physical education (DBPE) intervention improve year 4 pupils’ reading comprehension attainment? Results from a pilot study in England

Abstract

ABSTRACT There is consensus on the need for new interventions which enhance reading attainment in English schools. In this study, we examine the effects of a Dance-Based Physical Education (DBPE) intervention on reading comprehension (RC). The study employed a mixed-methodology: combining a pre-post test quasi-experimental research design (intervention, n = 24; control n = 18) with process evaluation (follow-up) focus groups. Participants were two Year 4 primary school classes in the Midlands in England. The intervention group participated in eight DBPE lessons, while the control group participated in regular PE. RC was assessed with reading assessment tests. Linear mixed model results indicated that RC increased in the DBPE group (when compared with control). The moderate-sized effect was deemed both substantial and robust. Findings from the process evaluation indicate that most pupils enjoyed participating in the DBPE intervention; and many could identify both dance and reading-related learning outcomes. Overall, the findings suggest that the tailored integration of dance and reading within PE can bring about meaningful gains in RC. Further, larger-scale research is needed to examine the scaled-up potential of such an initiative.