Enhancing comprehension in small reading groups using a manipulation strategy

被引:69
作者
Glenberg, Arthur M. [1 ]
Brown, Megan
Levin, Joel R.
机构
[1] Univ Wisconsin, Madison, WI 53706 USA
[2] Univ Arizona, Tucson, AZ 85721 USA
关键词
reading; reading comprehension; reading intervention; small groups; manipulation; first-grade; reading groups;
D O I
10.1016/j.cedpsych.2006.03.001
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
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 classroom implementation, we applied this manipulation strategy in small (three-child) reading groups. For successive critical sentences, one child would read the sentence aloud and then manipulate the objects, then the next child Would read and manipulate, and so on. Children in a reread control condition also alternated reading the text. For the reread condition, one child would read the critical sentence and then reread it, followed by the next child, and so on. Children who manipulated were substantially more accurate in answering questions about the texts. Thus, the manipulation strategy meets at least some of the criteria for being applicable in a classroom setting, namely it is effective when applied in small groups. (c) 2006 Elsevier Inc. All rights reserved.
引用
收藏
页码:389 / 399
页数:11
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