Embodied reading in a transparent orthography

Adams, Ashley; Glenberg, Arthur M.; Restrepo, M. Adelaida

doi:10.1016/j.learninstruc.2019.03.003

Cited by 11 publications

(6 citation statements)

References 43 publications

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“…Authors of these papers discussed how bodily and emotional engagement are essential components of learning, rooted in engagement with the social, cultural, and physical environment (Kim & Tscholl, 2021), and how motor systems play a role in the development of cognition (Schröder et al, 2020). It was suggested that language development and comprehension (along with all cognitive processes) are shaped by a person's sensory-motor experience (Caselli & Pyers, 2019) and bodily systems of perception, action, and emotion (Adams, Glenberg & Restrepo, 2019). In addition, it was proposed that embodied cognition involves a cognitive simulation process (Walker et al, 2017).…”

Section: Definitions Of the Term Embodiment Across The Studiesmentioning

confidence: 99%

Multisensory Reading in Early Childhood: Systematic Review with Theoretical Guidance for Human Development Studies

Kucirkova¹,

Leon²

2023

Human Development

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Our systematic qualitative analysis advances the field of human development with an integrative review of sensory research in children’s reading of books and e-books. Based on a systematic literature review of 35 papers, we qualitatively synthesise multi-disciplinary literature concerned with children’s sensory development and the activity of reading. We map the studies’ characteristics, including their methodological designs and primary theoretical concepts (embodiment and materiality). We highlight empirical research gaps and lack of literature attention particularly for critical engagement with sensorial research. We find notable terminological discrepancies across qualitative and quantitative studies and lack of attention to the developmental aspects of children’s sensory reading and its dynamic interaction with books’ affordances. Our theoretical contribution lies in identifying the emerging area of multisensory m(ai)cro research as a future agenda for studies of children’s reading, which we support with a terminological guide and a conceptual framework.

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Section: Definitions Of the Term Embodiment Across The Studiesmentioning

confidence: 99%

Multisensory Reading in Early Childhood: Systematic Review with Theoretical Guidance for Human Development Studies

Kucirkova¹,

Leon²

2023

Human Development

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“…Actions help readers index the symbols to graspable objects and body‐based movements. Glenberg, Gutierrez, Levin, Japuntich, and Kaschak (2004; Adams, Glenberg, & Restrepo, 2019) show significant benefits for sentence and story comprehension for early readers who are directed to touch and manipulate toys in ways that are congruent with the objects and events in the story. These benefits to grounded and embodied reading comprehension extend to performance on mathematical problem solving (Glenberg, Willford, Gibson, Goldberg, & Zhu, 2012).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Effect of Cognitive Relevance of Directed Actions on Mathematical Reasoning

et al. 2022

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Theories of grounded and embodied cognition offer a range of accounts of how reasoning and body‐based processes are related to each other. To advance theories of grounded and embodied cognition, we explore the cognitive relevance of particular body states to associated math concepts. We test competing models of action‐cognition transduction to investigate the cognitive relevance of directed actions to students’ mathematical reasoning in the area of geometry. The hypotheses we test include (1) that cognitively relevant directed actions have a direct effect on performance (direct cognitive relevance hypothesis), (2) that cognitively relevant directed actions lead to more frequent production of gestures during explanations, which leads to improved performance (mediated cognitive relevance hypothesis), and (3) that performance effects of directed actions are influenced by the presence or absence of gesture production during mathematical explanations (moderated cognitive relevance hypothesis). We explore these hypotheses in an experiment where high school students (N = 85) evaluated the truth of geometry conjectures after performing cognitively relevant or cognitively irrelevant directed actions while playing a movement‐based video game. Contrary to the direct and mediated cognitive relevance hypotheses, we found no overall differences in performance or gesture production between relevant and irrelevant conditions. Consistent with the moderated cognitive relevance hypothesis, cognitive relevance influenced mathematical performance, as measured by the accuracy of students’ intuitions, insights, and the validity of their proofs, provided that students produced certain kinds of gestures during mathematical explanations (i.e., with explanatory gestures as the moderator). Implications for theories of grounded and embodied cognition and the design of embodied forms of educational interventions are discussed.

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“…The intervention was also effective in a group of Spanish monolinguals. Adams et al (2019) administered the intervention to 21 Spanish monolingual children. A comparison control group (n = 20) was asked to simply think about target sentences.…”

Section: The Embrace Interventionmentioning

confidence: 99%

A Reading Comprehension Intervention for Dual Language Learners With Weak Language and Reading Skills

Adams

Restrepo

Walker

et al. 2022

J Speech Lang Hear Res

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Purpose: We evaluated the efficacy of a reading comprehension intervention with dual language learners (DLLs) with documented English reading comprehension difficulties, half of whom had a developmental language disorder. The intervention EMBRACE (Enhanced Moved by Reading to Accelerate Comprehension in English) required children to move images on an iPad to both improve and demonstrate understanding of multichapter stories. Additionally, we determined the characteristics of students who most benefit from the intervention. Method: Fifty-six participants in second to fifth grades were randomly assigned to one of two groups: (a) Spanish support intervention or (b) Spanish support control. Outcome measures included performance on comprehension questions related to the intervention texts, two transfer texts with no strategy instruction, and the Gates-MacGinitie Reading Tests–Fourth Edition Reading Comprehension subtest administered pre- and post-intervention. Results: Multilevel hierarchical linear models were used to account for nesting of question within child within classroom. For this group of DLLs, the overall intervention effect was not statistically significant. However, the intervention was most effective with narrative (vs. expository) texts and easy (vs. more difficult) texts. DLLs with lower initial English reading abilities (decoding and comprehension) benefited more from the intervention than those with stronger reading skills. Conclusions: The EMBRACE intervention has promise for use with DLLs with low baseline decoding and comprehension skills, particularly in early elementary grades. Future research should aim to match text difficulty with child skills when introducing new comprehension strategies to maximize benefit from the intervention.

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Embodied reading in a transparent orthography

Cited by 11 publications

References 43 publications

Multisensory Reading in Early Childhood: Systematic Review with Theoretical Guidance for Human Development Studies

Multisensory Reading in Early Childhood: Systematic Review with Theoretical Guidance for Human Development Studies

The Effect of Cognitive Relevance of Directed Actions on Mathematical Reasoning

A Reading Comprehension Intervention for Dual Language Learners With Weak Language and Reading Skills

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