ERIC Number: EJ877856
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 35
What Cognitive Benefits Does an Activity-Based Reading Strategy Afford Young Native American Readers?
Marley, Scott C.; Levin, Joel R.; Glenberg, Arthur M.
Journal of Experimental Education, v78 n3 p395-417 2010
The authors conducted 2 experiments with children from a reservation community. In Experiment 1, 45 third-grade children were randomly assigned to the following reading strategies: (a) "reread," in which participants read each sentence of a story and then reread it; (b) "observe," in which participants read sentences and then observed an experimenter move manipulatives as directed by the story; and (c) "activity," in which participants read sentences and then moved manipulatives as directed by the story. In Experiment 2, 40 second-grade children were randomly assigned to either the reread or activity strategy. In both experiments, activity participants remembered more story content than did reread participants. In Experiment 1, the authors identified no memory differences between observe and activity strategies. When imagery instructions replaced the original strategies, Experiment 1 third-grade activity (and observe) participants recalled more story content than did reread participants, but Experiment 2 second-grade activity participants did not. The authors discuss the instructional benefits of activity-based reading strategies, along with developmental implications. (Contains 4 tables and 4 notes.)
Descriptors: Sentences, American Indians, Imagery, Reading Strategies, American Indian Reservations, Elementary School Students, Instructional Materials, Reading Instruction, Educational Benefits, Cognitive Development
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 2; Grade 3
Authoring Institution: N/A