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.

摘要

人们一致认为需要采取新的干预措施来提高英语学校的阅读能力。在这项研究中，我们研究了基于舞蹈的体育 (DBPE) 干预对阅读理解 (RC) 的影响。该研究采用混合方法：将前后测试准实验研究设计（干预，n = 24；控制 n = 18）与过程评估（后续）焦点小组相结合。参与者是英格兰中部地区的两个 4 年级小学班级。干预组参加了八节 DBPE 课，而对照组参加了常规体育课。RC 是通过阅读评估测试来评估的。线性混合模型结果表明 DBPE 组的 RC 增加（与对照组相比）。中等规模的效应被认为既显着又稳健。过程评估的结果表明，大多数学生喜欢参与 DBPE 干预；许多人可以识别与舞蹈和阅读相关的学习成果。总体而言，研究结果表明，体育中舞蹈和阅读的量身定制可以为 RC 带来有意义的收益。此外，需要进行更大规模的研究来检验此类举措的扩大潜力。