Activity and Imagined Activity Can Enhance Young Children's Reading Comprehension.

  title={Activity and Imagined Activity Can Enhance Young Children's Reading Comprehension.},
  author={Arthur M. Glenberg and Tiana Gutierrez and Joel R. Levin and Sandra J. Japuntich and Michael P. Kaschak},
  journal={Journal of Educational Psychology},
The Indexical Hypothesis suggests a new method for enhancing children’s reading comprehension. Young readers may not consistently “index,” or map, words to the objects the words represent. Consequently, these readers fail to derive much meaning from the text. The instructional method involves manipulating toy objects referred to in the text (e.g., a barn, a tractor, a horse, in a text about a farm) to simulate the actions described in the text. Correctly manipulating the objects forces indexing… Expand

Tables from this paper

Improving Native American children's listening comprehension through concrete representations.
Abstract The primary purpose of the present study was to determine whether recent findings documenting the benefits of text-related motor activity on young children’s memory for reading passagesExpand
Improving early reading comprehension using embodied CAI
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, and manipulation on one day facilitates reading in the same domain one week later. Expand
Enhancing comprehension in small reading groups using a manipulation strategy
Having young readers manipulate objects to correspond to the characters and actions in a text greatly enhances comprehension as measured by both recall and inference tests. As a step toward classroomExpand
How reading comprehension is embodied and why that matters
Reading comprehension, much like comprehension of situations and comprehension of oral language, is embodied. In all cases, comprehension is the ability to take effective action on the basis ofExpand
Improving early reading comprehension using embodied
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 ofExpand
Improving Reading to Improve Math
Moved by Reading teaches a fundamental strategy that encourages the sense-making that can aid mathematical story problem solution, and this improvement is mainly attributed to a 35% reduction in the use of irrelevant numerical information in solution attempts. Expand
When kids act out: a comparison of embodied methods to improve children's memory for a story
Over the last decade, embodied cognition, the idea that sensorimotor processes facilitate higher cognitive processes, has proven useful for improving children's memory for a story. In order toExpand
Does an Activity-Based Learning Strategy Improve Preschool Children's Memory for Narrative Passages?.
Abstract Contemporary embodiment theory's indexical hypothesis predicts that engaging in text-relevant activity while listening to a story will: (1) enhance memory for enacted story content; and, (2)Expand
Situation models and children’s reading comprehension: what role does visual imagery play?
Individual differences in children’s reading comprehension have been attributed to the level at which a reader is able to construct a coherent meaning-based mental representation of the situationExpand
With the learningdisabled students and third-grade regular-education students, statistically significant improvements in memory for story events, locations, objects, and actions were observed on cued and free-recall outcomes when toys representing story characters and settings were present during encoding. Expand


A, B Seeing: The Role of Constructive Processes in Children's Comprehension Monitoring.
Using E. M. Markman's (1977, 1979) comprehension-monitoring paradigm, 192 skilled and less skilled readers from 3rd and 6th grade read stories containing inconsistent information. Half of theExpand
How Psychological Science Informs the Teaching of Reading
From different sources of evidence, two inescapable conclusions emerge: Mastering the alphabetic principle is essential to becoming proficient in the skill of reading, and methods that teach this principle directly are more effective than those that do not. Expand
The role of overt activity in children's imagery production.
It was inferred that the child's ability to form dynamic images relating 2 objects undergoes its most rapid development between the ages of 5 and 8 and the preimagery child can generate dynamic mental imagery in which 2 objects interact if he concurrently engages in overt manipulation of the objects. Expand
Pictures and Young children's Prose Learning: A Supplementary Reporta
Facilitative effects of illustration activity on prose learning have been previously established for young (first grade) children in a listening task. The present study tested for illustrationExpand
Drawing construction as a strategy for learning from text.
Classroom use of student-generated drawings has been encouraged for a number of purposes (e.g., R. Hubbard & K. Ernst, 1996). The present study examined the use of drawing as a learning strategy forExpand
Systematic Thinking Fostered by Illustrations in Scientific Text
In 2 experiments, students who lacked prior knowledge about car mechanics read a passage about vehicle braking systems that either contained labeled illustrations of the systems, illustrationsExpand
Mental models contribute to foregrounding during text comprehension
A primary property of mental models is that they represent what the text is about (the events, objects, and processes described in the text), rather than features of the text itself. We used thisExpand
Circumscribing Referential Domains during Real-Time Language Comprehension
A head-mounted eye-tracking methodology was used to investigate how linguistic and nonlinguistic information sources are combined to constrain referential interpretation. In two experiments,Expand
Motor activity, anticipated motor activity, and young children's associative learning.
The purpose of this study was to determine whether motor activity, previously assumed necessary to induce imagery in young children's associative learning, actually has to be executed. The results ofExpand
Two experiments assessed the effects of text cohesion and schema availability on children's comprehension of social studies passages that varied inrcabulary difficulty. 'Free recall, summarization,Expand