Physically or imaginatively manipulating objects during reading improves children's reading comprehension¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The Moved by Reading intervention, in which children act out sentences with toys physically, by imagining, or via computer manipulation, yields substantially better comprehension than re-reading. → Fred Paas & John Sweller 2011

Evidence¶

Fred Paas & John Sweller 2011¶

Fred Paas & John Sweller. (2011). An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks. Educ Psychol Rev (2012) 24:27–45. https://doi.org/10.1007/s10648-011-9179-2

q3 · i? · theoretical · r3

Studies by Glenberg et al. on the Moved by Reading intervention: children read texts about a farm scenario and, cued by a green traffic light, acted out critical sentences with toys physically, by imagining, or by computer-assisted manipulation, compared with a re-reading control condition.

"The results of the different studies revealed substantially better comprehension performance in the manipulation conditions than in the control conditions."

Discussion¶

Related Claims¶

• Manipulating objects during learning improves comprehension, and virtual manipulation can be as effective as physical manipulation — possibly the same claim (merge candidate)
• Children structure their play to reduce uncertainty and deconfound causal variables — related
• Virtual objects serve as effective media for collaborative knowledge building in shared VR environments — related
• Kindergartners struggle to give verbal causal explanations, but model-based tasks let most of them express causal ideas — related
• Virtual objects in shared VR environments can serve as effective media for collaborative knowledge building among in-service teachers manipulating geometric shapes — related