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Document Number: 10201

Recess and Reading Achievement of Early Childhood Students in Public Schools - Using a nationally representative sample, this study examines reading scores of students who experienced different numbers of recess days in a week, and different numbers and lengths of recess periods in a day. Findings showed no significant main effects of recess; however, students who were exposed to a 16-30 minutes recess period tended to perform better. It was concluded that recess does not have a significant effect on reading achievement. (Arizona State University, April 2012)...

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