Intervention and Academic Performance

Excerpt from J.-A. Jordan-Black’s “The effects of the Primary Movement programme on the
academic performance of children attending ordinary primary school” (Journal of Research in
Special Education, 5(3): 101–11, 2005)

A comparative study of the progress
of 683 children over a two-year period
from Years 3 and 5, who completed an
intervention programme known as
Primary Movement, was carried out
using the relative attainments of
children at the same schools and
standardised scores as baseline and
follow-up measures. A second,
quasiexperimental study followed the
progress of four parallel groups in
each of two large schools with the
experimental side completing the
movement intervention programme
while the other side acted as the
control.

It was found that ATNR persistence
was significantly associated with
level of attainments in reading,
spelling and mathematics and that
boys were more at risk than girls for
ATNR persistence.

In both studies, it was found that
the movement intervention
programme had a very significant
impact on reducing the levels of
ATNR persistence in children and
that this was associated with very
significant improvements in reading
and mathematics, in particular.
This research provides further
evidence of a link between the
attainment of core educational skills
and the interference that may result
from an underlying developmental
deficit. Te effectiveness of the
intervention programme in reducing
ATNR persistence and in increasing
academic attainments suggests that
this programme could be used to
complement other strategies that have
been shown to have a positive effect
on children’s learning.

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