The Effects Of Physical Activity On Early Literacy

Abstract

PURPOSE: To compare the impact of academic lessons taught using either 45 minutes of physical activity per day on the early literacy skills in Head Start preschools serving African American children. METHODS: Eighty-nine African American children (mean ± SD, age 3.8 ± 0.3y) from a low socioeconomic urban Head Start (225 min/wk, n = 6 classrooms, F, n = 54, M, n = 35) performed physical activity academic lessons for 6 months. The PA program was designed to promote 225 min/wk of moderate to vigorous PA academic lessons (3.0-6.0 METS, ~25 min each, 2 lessons/day). The Get It, Got It, Go Individual Growth and Development Indicators for children ages 3-5y was administered to assess academic achievement related to early literacy and phonological awareness in the areas of picture naming, rhyming, and alliteration. Intensity of classroom PA was measured by a SOFIT. All measures were assessed at baseline, 3 and 6 months. RESULTS: The physical activity academic lessons resulted in significantly (p < 0.05) greater levels of PA in the classroom during free play at 3 (9.1 ± 2.3%) and 6 (LD, 21.1 ± 2.2%) months compared to baseline. Picture naming (number of pictures named correctly/min) significantly (p < 0.01) improved in from baseline (14.2 ± 5.5) to 3 (20.5 ± 6.1) and 6 (24.5 ± 6.5) months. Rhyming (number of rhymes correctly identified/two min) significantly (p < 0.01) improved from baseline (LD, 1.5 ± 1.8) to 3 (2.2 ± 2.8) and 6 (5.0 ± 4.9) months. Alliteration (number of letters sounds correctly identified/two min) significantly (p < 0.01) improved from baseline (1.4 ± 1.8) to 3 months (2.0 ± 1.7) and at 6 months (2.5 ± 1.9). Higher scores for picture naming, rhyming, and alliteration indicate greater early literacy skills and phonological awareness. CONCLUSION: Physical activity incorporated into preschool academic lessons improves earlier literacy skills in African American preschoolers.