Move to read pilot program for academically struggling students to improve sight word performance

Weiyun Chen, Cynthia Bowers, Pamela Hodges Kulinna

Research output: Contribution to journalArticlepeer-review


Purpose: To present a pilot study that uses experiential learning theory to understand the effect of a Move to Read (MTR) program on student performance on a sight word test. Methods: Two groups in a school were compared. The academic struggling students (n = 37) received MTR activities in the classroom and physical education, whereas the regular academic achieving group (n = 28) only had the MTR activities in physical education during the eight and a half months' pilot study. Students were tested using the Dolch Sight Word test. Results: Analysis of covariance showed no group differences. Repeated-measures analysis of variance showed significant increases in the sight word test for the academically struggling group over time (F2 = 152.276, p <.001, η2p =.809). Conclusions: The MTR program shows promise for improving sight word performance using movement.

Original languageEnglish (US)
Pages (from-to)322-326
Number of pages5
JournalJournal of Teaching in Physical Education
Issue number2
StatePublished - 2021
Externally publishedYes


  • Academic learning
  • Academically achieving students
  • Experiential learning theory
  • Physically active academic lessons

ASJC Scopus subject areas

  • Education
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Orthopedics and Sports Medicine


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