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

By Arthur M. Glenberg, Tiana Gutierrez, J. Levin, S. Japuntich, Michael P. Kaschak. 2004

398 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/b697dbda4d4ce7de76fa868eb595325e49b59994

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

Citations in the corpus

Playful Learning and Montessori Education. (2013, background): “In addition, objectbased learning is active rather than passive, and activity is also associated with better learning (Glenberg et al. 2004).”
Getting the point: Tracing worked examples enhances learning (2015, methodology): “Glenberg et al. (2004) demonstrated that young students who received the physical manipulation intervention had a noticeable improvement in comprehension and recall of the text, compared with those in the re-read condition.”
Enhancing comprehension in small reading groups using a manipulation strategy (2007, background): “Glenberg et al. (2004) tested these ideas.”
When Theories Don't Add Up: Disentangling he Manipulatives Debate (2007, background): “Third, manipulatives tend to induce physical action, which has been shown to enhance memory and understanding ( Glenberg, Gutierrez, Levin, Japuntich, & Kaschak, 2004 ; Martin & Schwartz, 2005 ).”
Better you than I: Perspectives and emotion simulation during narrative comprehension (2011, background): “Indeed some research indicates that personalisation through either linguistic cues or encouraging selfrelevance and imagination can promote comprehension and memory for text-based materials (Glenberg et al., 2004).”
A meta-analysis of the efficacy of teaching mathematics with concrete manipulatives (2013, methodology): “The nation’s report card: Mathematics 2011. Washington, DC: U.S. Department of Education. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid 2012458 National Council of Teachers of Mathematics. (2000). Standards & focal points.”
An Embedded and Embodied Cognition Review of Instructional Manipulatives (2014, background): “In these cases, the role of grounding a concept in sensorimotor experiences has been studied (Glenberg et al. 2004, 2011a, b; for a review see De Koning and Van der Schoot 2013).”
Eight Ways to Promote Generative Learning (2016, background): “…problem-solving strategies in math (e.g., Cook et al. 2008), to manipulate objects—sometimes referred to as concrete manipulatives (Carbonneau et al. 2013)—to physically act out events described in a text (e.g., Glenberg et al. 2004), or to represent abstract math concepts (e.g., Fujimura 2001).”
Learning the control of variables strategy in higher and lower achieving classrooms: Contributions of explicit instruction and experimentation. (2010, background): “The experience of conducting experiments helps consolidate understanding by providing concrete referents and an opportunity to actively implement the strategy (Glenberg et al., 2004; Glenberg & Kaschak, 2002; Glenberg & Levin, 2006).”
Embodiment for Education (2008, background): “For young readers in the fi rst and second grades, PM produces gains in recall and comprehension of 1.5–2.0 standard deviations compared to children who read and reread the texts without PM ( Glenberg et al., 2004 ).”
How reading comprehension is embodied and why that matters (2011, background): “In Glenberg et al. (2004), there was about a week’s delay between training in PM and training in IM, and another week intervened before testing with no further instruction.”