Improving early reading comprehension using embodied CAI |
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| Authors: | Arthur M Glenberg Andrew B Goldberg and Xiaojin Zhu |
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| Institution: | (1) Department of Psychology, Arizona State University, Tempe, AZ 85287-1104, USA;(2) Department of Psychology, University of Wisconsin, Madison, WI, USA;(3) Department of Computer Sciences, University of Wisconsin, Madison, WI, USA |
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| Abstract: | 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. |
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