Educational Psychology Review ( IF 10.1 ) Pub Date : 2021-05-13 , DOI: 10.1007/s10648-021-09617-6 Danielle Wall , Sarah Foltz , Anne Kupfer , Arthur M. Glenberg
Might dialogic reading require previous or concurrent embodied activities to be effective? Twenty-nine preschool children, ages 3–5 years, were randomly assigned to the control condition (children listened to a story eight times), the dialogic-then-embodied condition (children engaged in dialogic reading for four readings and then embodied action was added), or the embodied-then-dialogic condition. The embodied action required the child to act out components of the story using toys. Adding embodied action increased story recall, vocabulary acquisition, and positive affect (with generally large effect sizes). Thus, embodied action in conjunction with dialogic reading provides an effective model for promoting early literacy skills. We discuss the possibility that all benefits of dialogic reading come about through embodied processes.
中文翻译:
体现的行动支架对话阅读
对话式阅读可能需要先前或同时进行的体现活动才能有效吗?随机将29名3至5岁的学龄前儿童分配为对照条件(儿童听了八次故事),对话然后体现的条件(儿童进行对话式阅读以进行四次朗读,然后体现为行动)。添加)或具体化-然后-对话条件。所体现的动作要求儿童使用玩具来表现故事的组成部分。增加体现的动作可以增加故事的回忆,词汇的获取和积极的影响(通常具有很大的影响力)。因此,结合对话阅读的具体行动为提高早期识字能力提供了有效的模型。我们讨论了对话性阅读的所有好处都是通过具体过程实现的可能性。