Move to Read Pilot Program for Academically Struggling Students to Improve Sight Word Performance.

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, η p 2 =.809). Conclusions: The MTR program shows promise for improving sight word performance using movement. [ABSTRACT FROM AUTHOR]