Improving Native American Children's Listening Comprehension through Concrete Representations

Autor/inn/en	Marley, Scott C.; Levin, Joel R.; Glenberg, Arthur M.
Titel	Improving Native American Children's Listening Comprehension through Concrete Representations
Quelle	In: Contemporary Educational Psychology, 32 (2007) 3, S.537-550 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2007.03.003
Schlagwörter	Visual Aids; Toys; Memory; Learning Problems; Reading Comprehension; American Indians; Elementary Education; Object Manipulation; Visual Stimuli; Visualization; Perceptual Motor Learning; Experiments; Listening Comprehension + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Toy; Spielzeug; Gedächtnis; Lernproblem; Leseverstehen; American Indian; Indianer; Elementarunterricht; Visualisation; Visualisierung; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Erprobung; Hörverständnis
Abstract	The primary purpose of the present study was to determine whether recent findings documenting the benefits of text-related motor activity on young children's memory for reading passages [Glenberg, A. M., Gutierrez, T., Levin, J. R., Japuntich, S., & Kaschak, M. (2004). Activity and imagined activity can enhance young readers' reading comprehension. "Journal of Educational Psychology, 96," 424-436.] could be extended to the text processing of Native American children. Forty-five third through seventh-grade students with academic learning difficulties listened to four narrative passages under one of three instructional conditions: manipulate, where students moved toy objects to represent the story's content; visual, where students observed the results of an experimenter's toy manipulations; and free-study, where students thought about the content of the presented story sentences. Findings were consistent with the literature documenting the comprehension and memory benefits of text-relevant concrete representations, with students in the manipulate and visual conditions statistically outrecalling students in the free-study condition. In contrast to the results of the Glenberg et al. (2004) reading study, no conditions-related differences were observed on a final passage where students were instructed to generate internal visual images of story events in the absence of external visual support (i.e., when no toys were present). (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10