The effect of dynamic balance training on reading readiness of selected kindergarten children

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Janet Ann Donahue (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Kate R. Barrett

Abstract: The purpose of this study was to investigate the effect of dynamic balance training on reading readiness of selected kindergarten subjects. The tenability of the following null hypotheses was investigated: 1. There is no relationship between initial dynamic balance ability and reading readiness of selected kindergarten children. 2. Dynamic balance ability is not increased through a training program of dynamic balance activities. 3. Dynamic balance training has no effect on reading readiness of selected kindergarten children. Subjects were 28 kindergarten boys and girls enrolled in two classes in the First Presbyterian Church Kindergarten, Greensboro, North Carolina. Subjects were assigned at random to an experimental or control group, equating the number from each of the two classes and sex of the participants. All children were pretested on four subtests of Form A of the Metropolitan Readiness Tests and the Balance Beam Test specifically designed for this study. The experimental group received 6 weeks of dynamic balance training meeting 3 times a week for 20 minutes each session. The control group received no such training, but participated in the regular kindergarten program.

Additional Information

Publication
Thesis
Language: English
Date: 1971

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