Curbing the Matthew effect: A group-based intervention for improving rapid automatic naming skills

The purpose of this research study was to determine the effect that participation in a movement-based intervention designed to alter neuronal timing had upon the phonological awareness and rapid automatic naming skills of Kindergarten children. Participation in the intervention was also studied regarding its effect on motor coordination (vestibular/cerebellar functioning) and visual-motor integration. This research was undertaken in anticipation of finding a way to curb or lessen the achievement gap that exists between proficient and non-proficient readers.; The Non-Equivalent-Control Group research design was selected for use as it allowed for repeated measures. 36 Kindergartners were placed into two experimental groups (PA and PANN) and one control group (C) using stratified random assignment. Stratification variables were consistent with variables known to influence learning: age, sex, SES, second language learner, special education classification, IQ, phonological awareness skill level, and teacher. Groups PA and PANN received phonological awareness training outside of the classroom for 20 minutes per day, four days per week for 22 days. Group PANN also received an additional 11 minutes per day of movement-based intervention for 26 days, five days a week. Group C was not removed from the classroom setting for any intervention. Skills were individually assessed using standardized or curriculum-based measurements at pre-intervention (T1), mid-intervention (T2), and post-intervention (T3) times.; Data were analyzed at T1, T2, and T3 using a repeated measures ANOVA. Results suggest that three of the four areas assessed (phonological awareness, visual-motor integration, and motor coordination) were largely developmental as they improved significantly over time regardless of group membership. No significant differences were found for interval in rapid automatic naming skills; however, an overall, positive trend across all researched areas (i.e., phonological awareness, visual-motor integration, motor coordination/vestibular functioning, and rapid automatic naming) was found for Group PANN.; Recommendations for further research regarding this intervention include longitudinal studies as well as continued behavioral (academic-based) studies that span a longer period of time (i.e., six weeks or more). In addition, it is recommended that necessary funding be acquired so that neurofunctional imaging (e.g., PET scans, fMRIs) can be employed as a form of data collection.