Recess and Reading Achievement of Early Childhood Students in Public Schools
Keywords:Recess, Reading Achievement, Kindergarten
AbstractIn 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.
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How to Cite
Yeşil Dağlı, Ümmühan. (2012). Recess and Reading Achievement of Early Childhood Students in Public Schools. Education Policy Analysis Archives, 20, 10. https://doi.org/10.14507/epaa.v20n10.2012