Frame simulation lessons as a movie-director game with scaffolding, varied texts, and reflective discussion to sustain engagement¶

Strategy · All strategies
Evidence · 3 claims (2 for, 1 against) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 3 claims rest on one study

Description¶

To promote engagement and motivation, the training was presented as a Bmovie director training^ teaching children to create a Bmovie from the text^ in their head and experience events as the main character. The authors also applied scaffolding techniques including gradual fading of teacher support and transfer of responsibility to students, used varied level-appropriate text examples, and ended each lesson with a reflective discussion about what and how children had learned and why it matters.

Design Implications¶

Context¶

Requirements¶

• Lessons must alternate instruction and practice formats and end with reflective discussion of what, how, and why children learned

Constraints¶

• The article links this framing to the training condition only; it does not test the framing components separately

Target Learners¶

• third and fourth graders in primary school

Target Learning Goals¶

• engagement and motivation during reading comprehension strategy training

Claims¶

• Mental simulation training increased children's reading motivation in both grades, while control-group motivation showed no significant change [+W]
• Mental simulation training improved general reading comprehension in Grade 3, with a significant training group × time interaction varying by grade [+W]
• In Grade 4, reading comprehension gains were statistically comparable between the mental simulation training group and the control training group [-W]

Related Strategies¶

• Learning Through Play

Examples¶

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Key Sources¶

• Björn B. de Koning, Lisanne T. Bos, Stephanie I. Wassenburg & Menno van der Schoot. (2017). Effects of a Reading Strategy Training Aimed at Improving Mental Simulation in Primary School Children. Educational Psychology Review, 29, 869–889. https://doi.org/10.1007/s10648-016-9380-4