Research suggests that providing children with activities that involve using their bodies to form the shapes of letters can help them acquire pre-reading skills. Little is known, however, as to the extent to which such embodied learning interventions are superior to more traditional pencil-and-paper activities, which of specific arm or body movements are most effective, and whether this approach compensates or exacerbates the learning gap between high- and low-skilled pre-readers. Using a preregistered randomized-controlled experiment (N = 160 kindergarten students, M = 5.18 years, 54% girls), the present study assessed the educational effects of 6-week-long training sessions with increasing degrees of bodily movement integration (pencil-and-paper training vs. arm training vs. arm-body training) on five measures of letter knowledge and script. Aligning with theories of embodied cognition and cognitive load in instructional designs, results showed that integrating arm movement exercises into handwriting training bore the greatest acquisitions in pre-reading skills overall and were most beneficial to students with initially low pre-reading skills (compensatory effect against learning inequalities). Implications are drawn on the need to consolidate and replicate present findings, while highlighting their potential for supporting educational effectiveness and equity in kindergarten.

研究表明，为孩子提供使用身体形成字母形状的活动可以帮助他们获得预阅读技能。然而，人们很少知道这种具体的学习干预措施在多大程度上优于更传统的纸笔活动，具体的手臂或身体运动中哪一种最有效，以及这种方法是否弥补或加剧了学习之间的差距。高水平和低水平的预读者。本研究使用预先注册的随机对照实验（ N = 160 名幼儿园学生， M = 5.18 岁，54% 为女孩），评估了为期 6 周的训练课程的教育效果，其中身体运动整合程度不断提高（铅笔和动作）。 -纸质训练与手臂训练与手臂身体训练）关于字母知识和脚本的五项措施。与教学设计中的具身认知和认知负荷理论相一致，结果表明，将手臂运动练习融入手写训练中，总体上预读技能的获得最大，并且对最初预读技能较低的学生最有利（对预读技能的补偿作用）学习不平等）。其含义是需要巩固和复制现有的研究结果，同时强调其支持幼儿园教育有效性和公平性的潜力。