Enhancing comprehension in small reading groups using a manipulation strategy

Arthur Glenberg, Megan Brown, Joel R. Levin

Research output: Contribution to journalArticle

61 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)389-399
Number of pages11
JournalContemporary Educational Psychology
Volume32
Issue number3
DOIs
StatePublished - Jul 2007
Externally publishedYes

Fingerprint

manipulation
Reading
comprehension
Group
classroom
small group

Keywords

  • First-grade
  • Manipulation
  • Reading
  • Reading comprehension
  • Reading groups
  • Reading intervention
  • Small groups

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Enhancing comprehension in small reading groups using a manipulation strategy. / Glenberg, Arthur; Brown, Megan; Levin, Joel R.

In: Contemporary Educational Psychology, Vol. 32, No. 3, 07.2007, p. 389-399.

Research output: Contribution to journalArticle

@article{68ea4abc3cc14ec58365f4566abc8d2b,
title = "Enhancing comprehension in small reading groups using a manipulation strategy",
abstract = "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.",
keywords = "First-grade, Manipulation, Reading, Reading comprehension, Reading groups, Reading intervention, Small groups",
author = "Arthur Glenberg and Megan Brown and Levin, {Joel R.}",
year = "2007",
month = "7",
doi = "10.1016/j.cedpsych.2006.03.001",
language = "English (US)",
volume = "32",
pages = "389--399",
journal = "Contemporary Educational Psychology",
issn = "0361-476X",
publisher = "Academic Press Inc.",
number = "3",

}

TY - JOUR

T1 - Enhancing comprehension in small reading groups using a manipulation strategy

AU - Glenberg, Arthur

AU - Brown, Megan

AU - Levin, Joel R.

PY - 2007/7

Y1 - 2007/7

N2 - 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.

AB - 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.

KW - First-grade

KW - Manipulation

KW - Reading

KW - Reading comprehension

KW - Reading groups

KW - Reading intervention

KW - Small groups

UR - http://www.scopus.com/inward/record.url?scp=34249650750&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=34249650750&partnerID=8YFLogxK

U2 - 10.1016/j.cedpsych.2006.03.001

DO - 10.1016/j.cedpsych.2006.03.001

M3 - Article

AN - SCOPUS:34249650750

VL - 32

SP - 389

EP - 399

JO - Contemporary Educational Psychology

JF - Contemporary Educational Psychology

SN - 0361-476X

IS - 3

ER -