Preschool Play Activities and Reading Achievement

Abstract

Twentyeight subjects were studied in an attempt to discover whether or not there was a relationship between selected preschool play activities and achievement in reading. Statistically significant differences were found between the achievers and underachievers in the amount of time spent outdoors in winter and in the amount of time associated with the mother and with the father during outdoor play, with underachievers having spent more time in these areas. There were no significant differences between achievers and underachievers in kinds of activities participated in or amount of time spent in each activity. The data suggest that factors other than the preschool play activities investigated in this study account for level of achievement in reading.

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