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This pilot study examined the influence of participation in a 6-week bimanual coordination program on Grade 5 students' reading achievement. Twenty Grade 5 students participated in a bimanual activity (sport stacking) and were tested whether reading achievement scores were significantly different from the scores for 21 control students. The experimental group consisted of 20 students (11 boys, 9 girls) from one intact classroom cohort; the control group consisted of 21 students (12 boys, 9 girls) from one intact classroom cohort. Students in both groups ranged in age from 10 to 11 years. The intact classroom cohorts were randomly assigned to experimental and control groups. Reading achievement was measured by differences in pre- and posttest scores from the GMRT-4 Decoding and Comprehension skill subtests. Group by sex analyses of covariance, using pretest scores as covariates, indicated that there were no significant differences by group or sex for decoding skills. A significant increase was found for the experimental group on Comprehension skills. Therefore, participation in a bimanual coordination program, using sport stacking as the activity, may improve Grade 5 students' reading comprehension skills, regardless of sex.
Uhrich et al. (Fri,) studied this question.