Year: 2011
Type: article
Abstract: Reading comprehension, much like comprehension of situations and comprehension of orallanguage, is embodied. In all cases, comprehension is the ability to take effective action on the basis ofaffordances related to the body, the physical world, and personal goals and cultural norms. Inlanguage contexts, action-based comprehension arises from simulating the linguistic content usingneural and bodily systems of perception, action, and emotion. Within this framework, a new approachto teaching reading comprehension is described: Teach children how to simulate while reading. TheMoved by Reading intervention teaches simulation in two stages. In the first stage, physicalmanipulation, children manipulate toys to simulate the content of what they are reading. Aftersuccess in physically manipulating the toys, the children are taught to manipulate the toys inimagination. Research demonstrates that both physical and imagined manipulation leads to largegains in memory and comprehension.
Author: Arthur M. GLENBERG
Institutions: University of Wisconsin–Madison, Arizona State University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $350
Funder: National Science Foundation
OpenAlex ID: W2120971572