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ERIC Number: EJ909969
Record Type: Journal
Publication Date: 2011-Jan
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0020-4277
Improving Early Reading Comprehension Using Embodied CAI
Glenberg, Arthur M.; Goldberg, Andrew B.; Zhu, Xiaojin
Instructional Science: An International Journal of the Learning Sciences, v39 n1 p27-39 Jan 2011
An embodied approach to reading comprehension suggests that emerging readers must learn to map words and phrases onto their remembered experiences, but this is made difficult by the necessity of focusing attention on decoding. Having children manipulate toys to correspond to what they are reading overcomes this problem, but introduces its own problem for the classroom, namely having to provide a classroom full of children with manipulative. In this article, we demonstrate that having first- and second-grade children manipulate images of toys on a computer screen benefits their comprehension as much as physical manipulation of the toys. In addition, manipulation on one day facilitates reading in the same domain one week later. These findings encourage the use of manipulation of text-relevant images as an educational technology for enhancing early reading comprehension. The findings also set constraints on theoretical accounts of embodiment while reading.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A