The effect of movement literacy games on the academic achievement of children with learning disabilities

The aim of this study was to investigate the effect of movement literacy games on the academic achievement of children with learning disabilities. The present study was a quasi-experimental with a posttest with a control group. This research was based on the purpose of applied research. The statistical population of this study consisted of students with learning disabilities in the primary school of Semnan province (Semnan city) in 1998-99, who were studying in special schools. The statistical sample consisted of 20 children who scored similar scores on the K-Mat test. Sampling was performed available. Samples were randomly divided into two groups, which included an experimental group (which performed movement literacy games) and a control group (which had no training). To measure academic achievement, Iran K Matt Mathematics Test (academic achievement measurement) was used. According to the pre-test score, the children were homogenized in two groups. The first group did a selection of exercises from the Motion Literacy Games program to develop motor skills, including sports, play, and active reactions for children. The second group only dealt with daily activities. These programs were implemented in 8 weeks, which include 2 sessions per week and a total of 16 sessions. Each session lasted 45 minutes, with games of motor literacy (taken from the book physical Literacy on the Move). The results showed that the experimental group was better in the academic achievement discussion than the control group in comparing post-test scores.