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EJ971426 - Recess and Reading Achievement of Early Childhood Students in Public Schools

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ERIC #:	EJ971426
Title:	Recess and Reading Achievement of Early Childhood Students in Public Schools
Authors:	Yesil Dagli, Ummuhan
Descriptors:	Reading Achievement; Academic Achievement; Early Childhood Education; Public Schools; Recess Breaks; Age Differences; Gender Differences; Individual Differences; Racial Differences; Socioeconomic Status; Family Characteristics; Time Perspective; Time Factors (Learning); Incidence; Policy Analysis; Educational Policy; Educational Practices; Scores; Predictor Variables; Achievement Gains; Schematic Studies; Foreign Countries; Kindergarten
Source:	Education Policy Analysis Archives, v20 n10 Apr 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Publication Date:	2012-04-10
Pages:	24
Pub Types:	Journal Articles; Reports - Research
Abstract:	In recent years, schools have tended to eliminate recess period and to devote more time to instruction in order to increase academic achievement. Using a nationally representative sample, this study examined reading scores of students who experienced different numbers of recess days in a week, and different number of times and length of recess in a day. Students' gender, race, family socioeconomic status, initial reading scores, and age were controlled. Findings showed no significant main effects of recess; however, students who were exposed to a 16-30 minutes recess period tended to perform better. An interaction effect of race and the length of recess was found. It was concluded that recess does not have a significant effect on reading achievement. In other words, it does not improve or hurt academic achievement, but provides an opportunity for children to be physically active, play and socialize--just to be a child. (Contains 3 figures and 3 tables.)
Abstractor:	As Provided
Reference Count:	53

Note:	N/A
Identifiers:	Turkey
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1068-2341
Audiences:	N/A
Languages:	English
Education Level:	Early Childhood Education; Kindergarten
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