Motor-enriched encoding can improve children’s early letter recognition

Publikation: Bidrag til tidsskriftTidsskriftartikelfagfællebedømt

Standard

Motor-enriched encoding can improve children’s early letter recognition. / Damsgaard, Linn; Elleby, Sofie Rejkjær; Gejl, Anne Kær; Malling, Anne Sofie Bøgh; Bugge, Anna; Lundbye-Jensen, Jesper; Poulsen, Mads; Nielsen, Glen; Wienecke, Jacob.

I: Frontiers in Psychology, Bind 11, 1207, 2020.

Publikation: Bidrag til tidsskriftTidsskriftartikelfagfællebedømt

Harvard

Damsgaard, L, Elleby, SR, Gejl, AK, Malling, ASB, Bugge, A, Lundbye-Jensen, J, Poulsen, M, Nielsen, G & Wienecke, J 2020, 'Motor-enriched encoding can improve children’s early letter recognition', Frontiers in Psychology, bind 11, 1207. https://doi.org/10.3389/fpsyg.2020.01207

APA

Damsgaard, L., Elleby, S. R., Gejl, A. K., Malling, A. S. B., Bugge, A., Lundbye-Jensen, J., Poulsen, M., Nielsen, G., & Wienecke, J. (2020). Motor-enriched encoding can improve children’s early letter recognition. Frontiers in Psychology, 11, [1207]. https://doi.org/10.3389/fpsyg.2020.01207

Vancouver

Damsgaard L, Elleby SR, Gejl AK, Malling ASB, Bugge A, Lundbye-Jensen J o.a. Motor-enriched encoding can improve children’s early letter recognition. Frontiers in Psychology. 2020;11. 1207. https://doi.org/10.3389/fpsyg.2020.01207

Author

Damsgaard, Linn ; Elleby, Sofie Rejkjær ; Gejl, Anne Kær ; Malling, Anne Sofie Bøgh ; Bugge, Anna ; Lundbye-Jensen, Jesper ; Poulsen, Mads ; Nielsen, Glen ; Wienecke, Jacob. / Motor-enriched encoding can improve children’s early letter recognition. I: Frontiers in Psychology. 2020 ; Bind 11.

Bibtex

@article{1327634e312a4dab88549cce8843c72f,
title = "Motor-enriched encoding can improve children{\textquoteright}s early letter recognition",
abstract = "It is not known how effective specific types of motor-enriched activities are at improving academic learning and early reading skills in children. The aim of this study was to investigate whether fine or gross motor enrichment during a single session of recognizing letters “b”/“d” can improve within-session performance or delayed retention the following day in comparison to letter recognition practice without movement. Furthermore, the aim was to investigate children{\textquoteright}s motivation to perform the specific tasks. We used a randomized controlled intervention study-design to investigate the effect of 10-min motor-enriched “b”/“d” letter training on children{\textquoteright}s ability to recognize the letters “b” and “d” (n = 127, mean age = 7.61 ± SD = 0.44 years) acutely, and in a delayed retention test. Three groups were included: a fine motor-enriched group (FME), a gross motor-enriched group (GME), that received 10 min of “b” and “d” training with enriched gestures (fine or gross motor movements, respectively), and a control group (CON), which received non motor-enriched “b”/“d” training. The children{\textquoteright}s ability to recognize “b” and “d” were tested before (T0), immediately after (T1), and one day after the intervention (T2) using a “b”/“d” Recognition Test. Based on a generalized linear mixed model a significant group-time interaction was found for accuracy in the “b”/“d” Recognition Test. Specifically, FME improved their ability to recognize “b”/“d” at post intervention (T0→T1, p = 0.008) and one-day retention test (T0→T2, p < 0.001) more than CON. There was no significant difference in change between GME and CON. For reaction time there were no significant global interaction effects observed. However, planned post hoc comparisons revealed a significant difference between GME and CON immediately after the intervention (T0→T1, p = 0.03). The children{\textquoteright}s motivation-score was higher for FME and GME compared to CON (FME-CON: p = 0.01; GME-CON: p = 0.01). The study demonstrated that fine motor-enriched training improved children{\textquoteright}s letter recognition more than non motor activities. Both types of motor training were accompanied by higher intrinsic motivation for the children compared to the non motor training group. The study suggests a new method for motor-enriched letter learning and future research should investigate the underlying mechanisms.",
keywords = "Faculty of Science, Motor-enriched, Academic learning, Children, Cognition, Letter recognition",
author = "Linn Damsgaard and Elleby, {Sofie Rejkj{\ae}r} and Gejl, {Anne K{\ae}r} and Malling, {Anne Sofie B{\o}gh} and Anna Bugge and Jesper Lundbye-Jensen and Mads Poulsen and Glen Nielsen and Jacob Wienecke",
note = "CURIS 2020 NEXS 212 ",
year = "2020",
doi = "10.3389/fpsyg.2020.01207",
language = "English",
volume = "11",
journal = "Frontiers in Psychology",
issn = "1664-1078",
publisher = "Frontiers Media S.A.",

}

RIS

TY - JOUR

T1 - Motor-enriched encoding can improve children’s early letter recognition

AU - Damsgaard, Linn

AU - Elleby, Sofie Rejkjær

AU - Gejl, Anne Kær

AU - Malling, Anne Sofie Bøgh

AU - Bugge, Anna

AU - Lundbye-Jensen, Jesper

AU - Poulsen, Mads

AU - Nielsen, Glen

AU - Wienecke, Jacob

N1 - CURIS 2020 NEXS 212

PY - 2020

Y1 - 2020

N2 - It is not known how effective specific types of motor-enriched activities are at improving academic learning and early reading skills in children. The aim of this study was to investigate whether fine or gross motor enrichment during a single session of recognizing letters “b”/“d” can improve within-session performance or delayed retention the following day in comparison to letter recognition practice without movement. Furthermore, the aim was to investigate children’s motivation to perform the specific tasks. We used a randomized controlled intervention study-design to investigate the effect of 10-min motor-enriched “b”/“d” letter training on children’s ability to recognize the letters “b” and “d” (n = 127, mean age = 7.61 ± SD = 0.44 years) acutely, and in a delayed retention test. Three groups were included: a fine motor-enriched group (FME), a gross motor-enriched group (GME), that received 10 min of “b” and “d” training with enriched gestures (fine or gross motor movements, respectively), and a control group (CON), which received non motor-enriched “b”/“d” training. The children’s ability to recognize “b” and “d” were tested before (T0), immediately after (T1), and one day after the intervention (T2) using a “b”/“d” Recognition Test. Based on a generalized linear mixed model a significant group-time interaction was found for accuracy in the “b”/“d” Recognition Test. Specifically, FME improved their ability to recognize “b”/“d” at post intervention (T0→T1, p = 0.008) and one-day retention test (T0→T2, p < 0.001) more than CON. There was no significant difference in change between GME and CON. For reaction time there were no significant global interaction effects observed. However, planned post hoc comparisons revealed a significant difference between GME and CON immediately after the intervention (T0→T1, p = 0.03). The children’s motivation-score was higher for FME and GME compared to CON (FME-CON: p = 0.01; GME-CON: p = 0.01). The study demonstrated that fine motor-enriched training improved children’s letter recognition more than non motor activities. Both types of motor training were accompanied by higher intrinsic motivation for the children compared to the non motor training group. The study suggests a new method for motor-enriched letter learning and future research should investigate the underlying mechanisms.

AB - It is not known how effective specific types of motor-enriched activities are at improving academic learning and early reading skills in children. The aim of this study was to investigate whether fine or gross motor enrichment during a single session of recognizing letters “b”/“d” can improve within-session performance or delayed retention the following day in comparison to letter recognition practice without movement. Furthermore, the aim was to investigate children’s motivation to perform the specific tasks. We used a randomized controlled intervention study-design to investigate the effect of 10-min motor-enriched “b”/“d” letter training on children’s ability to recognize the letters “b” and “d” (n = 127, mean age = 7.61 ± SD = 0.44 years) acutely, and in a delayed retention test. Three groups were included: a fine motor-enriched group (FME), a gross motor-enriched group (GME), that received 10 min of “b” and “d” training with enriched gestures (fine or gross motor movements, respectively), and a control group (CON), which received non motor-enriched “b”/“d” training. The children’s ability to recognize “b” and “d” were tested before (T0), immediately after (T1), and one day after the intervention (T2) using a “b”/“d” Recognition Test. Based on a generalized linear mixed model a significant group-time interaction was found for accuracy in the “b”/“d” Recognition Test. Specifically, FME improved their ability to recognize “b”/“d” at post intervention (T0→T1, p = 0.008) and one-day retention test (T0→T2, p < 0.001) more than CON. There was no significant difference in change between GME and CON. For reaction time there were no significant global interaction effects observed. However, planned post hoc comparisons revealed a significant difference between GME and CON immediately after the intervention (T0→T1, p = 0.03). The children’s motivation-score was higher for FME and GME compared to CON (FME-CON: p = 0.01; GME-CON: p = 0.01). The study demonstrated that fine motor-enriched training improved children’s letter recognition more than non motor activities. Both types of motor training were accompanied by higher intrinsic motivation for the children compared to the non motor training group. The study suggests a new method for motor-enriched letter learning and future research should investigate the underlying mechanisms.

KW - Faculty of Science

KW - Motor-enriched

KW - Academic learning

KW - Children

KW - Cognition

KW - Letter recognition

U2 - 10.3389/fpsyg.2020.01207

DO - 10.3389/fpsyg.2020.01207

M3 - Journal article

C2 - 32676043

VL - 11

JO - Frontiers in Psychology

JF - Frontiers in Psychology

SN - 1664-1078

M1 - 1207

ER -

ID: 243854463