This mixed-methods study examines an integrated sensorimotor literacy summer camp designed to support pediatric outcomes, parent education, and occupational therapy (OT) student experiential learning. The camp combines evidence-based literacy instruction grounded in the Science of Reading with pediatric OT frames of reference emphasizing bilateral coordination, midline crossing, fine motor, visual motor, and sensory integration skills that support reading and writing participation. The study has two primary aims: (1) to evaluate changes in parent confidence and self-efficacy in supporting literacy and sensorimotor development at home through structured parent education materials, and (2) to examine the impact of immersive experiential learning on OT graduate students’ clinical reasoning and application of pediatric OT frameworks in authentic contexts. Guided by Meyer’s (2025) experiential learning framework, data collection includes parent and student pre/post assessments, observational rubrics, and reflections. Findings aim to inform scalable, family-centered experiential education and intervention models.
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Pediatric Reports, 17(2), 46. https://doi.org/10.3390/pediatric17020046Macdonald, K., Milne, N., & Orr, R., (2020). Associations between motor proficiency and academic performance in mathematics and reading in year 1 school children: a cross-sectional study.
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https://doi.org/10.1186/s12887-020-1967-8Meyer, J. (2025). Mapping the landscape of experiential education.
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https://doi.org/10.46787/elthe.v8i3-september.5237Milne N., Cacciotti K., Davies K., & Orr, R., (2018). The relationship between moto proficiency and reading ability in year 1 children: a cross-sectional study.
BMC Pediatrics, 18(1), 249. https://doi.org/10.1186/s12887-018-1262-0
