Affiliation:
1. Department of Speech and Hearing Sciences, Arizona State University, Tempe
2. Department of Psychology, Arizona State University, Tempe
3. Department of Psychology, University of Wisconsin-Madison
4. University of Salamanca, Spain
Abstract
Purpose
The aim of this study was to evaluate the effectiveness of an English-only version and a Spanish-support version of an embodied reading comprehension intervention (Moved by Reading) consisting of 3 stages (physical manipulation, imagined manipulation, and transfer) for Spanish–English dual language learners.
Method
Sixty-one dual language learners in Arizona were randomly assigned to 4 groups (Spanish-support control, Spanish-support intervention, English-only control, and English-only intervention). Analyses of variance were used to compare control and intervention groups and to compare groups according to the language of the intervention.
Results
Children in the Spanish-support intervention group significantly outperformed both control groups during the physical manipulation stage, whereas children in the English-only intervention group outperformed both control groups in the imagined manipulation stage, but there was little transfer to a new, unrelated text.
Conclusions
The Moved by Reading intervention, in both its English-only and Spanish-support versions, improved performance on comprehension questions, but in different stages of the intervention. The Spanish-support version of the intervention was most effective in the physical manipulation stage, whereas the English-only version was more effective in the imagined manipulation stage. Neither version was effective in producing significant transfer effects.
Publisher
American Speech Language Hearing Association
Subject
Speech and Hearing,Linguistics and Language,Language and Linguistics
Cited by
9 articles.
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