To determine if dance/movement is an effective method for teaching word analysis skills and to encourage creativity, a study examined 69 students from four kindergarten classrooms and 63 students from three second-grade classrooms. Students in each class were randomly assigned to one of two treatment groups. Treatment 1 groups received a dance/movement program emphasizing word analysis concepts appropriate for the grade level (typically beginning with a physical warm-up, followed by exploration of concepts, and closing with a cool-down). Treatment 2 groups received a lecture and worksheet program teaching the same word analysis concepts. Each session was 30 minutes in length, and students underwent 17 treatment sessions over a 7-week period. After completion of the program, three tests were administered: (1) Torrance Tests of Creative Thinking; (2) Iowa Tests of Basic Skills (ITBS), Form G, Word Analysis section of levels 5 and 8; and (3) Informal Survey of Affect, a five-item questionnaire than involved circling smiley faces arranged in a Likert scale. One month following these tests the ITBS was administered again to provide a measure of word analysis skill retention. Results suggested that dance/movement, when compared to the lecture and worksheet method, was more effective in facilitating learning of word analysis concepts over the short-term, stimulating creativity, and producing a positive affective response. Longer-term cognitive retention effects were not demonstrated to be improved through the use of dance/movement. (Twelve tables of data and 44 references are appended. (MM)