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Using a nationally representative sample, this study analyzed kindergarten reading scores across different numbers of recess days per week and different recess frequency and duration within a day. Gender, race, family socioeconomic status, initial reading scores, and age were controlled. Results showed no significant overall effect of recess, while students exposed to 16–30 minutes tended to perform better, and a race-by-recess-length interaction emerged.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/recess-and-reading-achievement-of-early-childhood-students-in-public-schools/602411/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/recess-and-reading-achievement-of-early-childhood-students-in-public-schools/602411.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Does recess significantly affect reading achievement in kindergarten students?","Question",{"text":112,"@type":113},"The findings show no significant main effects of recess on reading achievement. Recess did not improve or harm overall academic outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What recess duration was associated with better reading performance?",{"text":117,"@type":113},"Students exposed to a 16–30 minute recess period tended to perform better on reading measures.",{"name":119,"@type":110,"acceptedAnswer":120},"How did race relate to recess length in the study?",{"text":121,"@type":113},"The study found an interaction effect of race and the length of recess, indicating that the relationship between recess duration and reading outcomes varied by race.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602411,1792171773,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | \u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>aape\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>epaa |\n| --- | --- |\n|  | Arizona State University |\n| Volume 20 Number 10 April 10, 2012 ISSN 1068-2341 |  |\n\nRecess and Reading Achievement of Early Childhood  \nStudents in Public Schools  \nUmmuhan Yesil Dagli  \nYildiz Technical University  \nTurkey  \nCitation: Yesil Dagli, U. (2012) Recess and reading achievement of early childhood students in public schools. Education Policy Analysis Archives, 20 (10) . Retrieved [date], from  \n[http://epaa.asu.edu/ojs/article/view/898](http://epaa.asu.edu/ojs/article/view/898)  \nAbstract: In recent years, schools have tended to eliminate recess period and to devote more time to instruction in order to increase academic achievement. Using a nationally representative sample, this study examined reading scores of students who experienced different numbers of recess days in a week, and different number of times and length of recess in a day. Students’gender, race, family socioeconomic status, initial reading scores, and age were controlled. Findings showed no significant main effects of recess; however, students who were exposed to a 16-30 minutes recess period tended to perform better. An interaction effect of race and the length of recess was found. It was concluded that recess does not have a significant effect on reading achievement. In other words, it does not improve or hurt academic achievement, but provides an opportunity for children to be physically active, play and socialize--just to be a child.  \nKeywords: recess; reading achievement; kindergarten.  \nRecreo y Aprendizaje de la Lectura en Estudiantes de Preescolar en Escuelas Pública Resumen: En los últimos años, las escuelas han tendido a eliminar período de recreo y dedicar más tiempo a la instrucción con el fin de incrementar el rendimiento académico. Utilizando unamuestra representativa a nivel nacional, este estudio examinó los puntajes de lectura de estudiantes que experimentaron números diferentes de días de receso en una semana, cantidad y duración de los  \nEducation Policy Analysis Archives Vol. 20 No. 10 2  \nrecesos por día. Fueron controladas las variables de género, raza, situación socioeconómica de las familia, los niveles de lectura inicial, y la edad de los estudiantes. Los resultados no mostraronefectos significativos principal de recreo, sin embargo, los estudiantes que fueron expuestos a un período de receso 16 a 30 minutos tendían a obtener mejores resultados. Un efecto de interacción de la raza y la duración del recreo se ha encontrado. Se concluyó que el recreo no tiene un efecto significativo sobre el rendimiento en lectura. En otras palabras, no mejorar operjudicar el rendimiento académico, pero ofrece una oportunidad a los niños a ser físicamente activos, jugar y socializar-sólo para ser niños.  \nPalabras clave: recreo; rendimiento en lectura, jardín de infantes.  \nRecesso e Aprendizagem da Leitura em Alunos da Pré-escola nas Escolas Públicas Resumo: Nos últimos anos, as escolas tendem a eliminar período de recesso e passar mais tempo na instrução para aumentar o desempenho acadêmico. Usando uma mostra nacionalmente representativa, este estudo analisou as notas de leitura de estudantes que experimentaram diferentesnúmeros de dias de intervalo em uma semana, número e duração das interrupções por dia. Variáveis foram controladas para sexo, raça, status socioeconômico da família, os níveis de leitura inicial, e aidade dos alunos. Os resultados não mostraram efeito significativo de recreação, no entanto, os estudantes que foram expostos a um recesso 16 a 30 minutos tenderam a ter um melhordesempenho. Um efeito de interação da raça e da duração do recesso foi encontrado. Concluiuse que a ruptura não tem um efeito significativo sobre o desempenho de leitura. Em outraspalavras, não melhorar ou prejudicar o desempenho acadêmico, mas oferece uma o","cbCaisPsfgGLePDA","https://ap.wps.com/l/cbCaisPsfgGLePDA","pdf",615745,24,"English","# Introduction\n# Recess Practices and Policies and Relevant Research","[{\"question\":\"Does recess significantly affect reading achievement in kindergarten students?\",\"answer\":\"The findings show no significant main effects of recess on reading achievement. Recess did not improve or harm overall academic outcomes.\"},{\"question\":\"What recess duration was associated with better reading performance?\",\"answer\":\"Students exposed to a 16–30 minute recess period tended to perform better on reading measures.\"},{\"question\":\"How did race relate to recess length in the study?\",\"answer\":\"The study found an interaction effect of race and the length of recess, indicating that the relationship between recess duration and reading outcomes varied by race.\"}]","Recess and Reading Achievement of Early Childhood Students in Public Schools | PDF",1792094631]