Outcomes of incorporating a literacy intervention in a PRE-KINDERGARTEN 4-year-old physical education class

Abstract Purpose This mixed-methods study investigates the impact of integrating literacy concepts into a physical education curriculum on the emergent literacy skills of Pre-K students, exploring whether interdisciplinary instruction can enhance learning while also providing the benefits of physical activity. Method A quasi-experimental pretest–posttest design was used to assess the effects of a 6 week literacy intervention involving 34 Pre-K students. Quantitative data were analyzed using a t-test for dependent means, and qualitative data were collected through semi-structured student interviews, teacher interviews, field notes, and photo elicitation. Results The intervention led to statistically significant improvements in word awareness (p = .01) and rhyme identification (p < .001) scores. Teacher interviews and field notes highlighted improvements in student behavior, engagement, and attitudes toward learning. Student interviews further supported these findings, revealing increased enjoyment and understanding of literacy through movement-based activities. Conclusion Integrating literacy concepts into PE can improve literacy outcomes in Pre-K students. These findings underscore the value of movement-based activities in Pre-K education to support cognitive development and academic success, warranting further research on long-term effects.