Embodied Action Scaffolds Dialogic Reading

Wall, Danielle; Foltz, Sarah L.; Kupfer, Anne; Glenberg, Arthur M.

doi:10.1007/s10648-021-09617-6

Cited by 11 publications

(11 citation statements)

References 41 publications

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“…Also, as an individual child may at times lose attention as the game proceeds, they re‐immerse because most of the children around them are engaged at any one time. This confirms (Wall et al, 2022)'s findings that embodied activities in dialogic reading enhances the children's concentration, attention and interaction.…”

Section: Discussionsupporting

confidence: 89%

“…Merga (2017) postulates that shared reading , which they call interactive reading , instills a love for reading. Wall et al (2022) further demonstrate an enhanced dialogic or shared reading experience and learning through adding embodied actions. In this article, we use the term collective reading and embodied reading to emphasize that the reading activity is done as a collective rather than individually and that it entails embodied actions.…”

Section: Related Workmentioning

confidence: 99%

“…The study described in this paper, focuses on the design and development of a digital interactive and collaborative reading game intending to create an embodied experience with social interactions. The design concept is anchored in socio-cultural theory, promoting shared reading enhanced through embodied actions as proposed by Wall et al (2022). Evoking certain emotions across a game increases player's engagement (De Byl, 2015) and user's experience (Lankes et al, 2008).…”

Section: Research Aim and Design Goalsmentioning

confidence: 99%

“…Many distinct and at times overlapping reading tactics have been explored in an effort to engage children, such as social reading (Kataoka et al, 2013), collaborative strategic reading (Klingner & Vaughn, 1998), and shared reading (Steenberg et al, 2021) among others. Wall et al (2022) further postulate that shared reading experiences are enhanced through including embodied actions. This is based on the embodied cognition framework, which suggests that cognition comprises of sensorimotor experiences, in which perception and action are intertwined (Pouw et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Design and evaluation of a social and embodied multiplayer reading game to engage primary school learners in Namibia

Itenge

Muashekele

Chamunorwa

et al. 2022

Brit J Educational Tech

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Namibia, a southern African country with an Ubuntu culture that emphasizes interrelations, generally displays a low reading culture. In this study, we explored a social approach to reading to engage Namibian primary learners. Inspired by promising reading approaches, such as shared group reading enhanced by embodied actions, we created Spin Da Bottle—a multiplayer reading‐action game to draw Namibian learners into reading while keeping them captivated in action. The game was co‐designed with 36 learners and then evaluated by 32 learners with an adapted immersion questionnaire, post‐experience survey and individual interviews. 50 learners were then observed while playing at a public event. Our findings confirm that learners are engaged and enjoy the collective embodied reading experience. We observed different group behaviours scaffolding individual readers. We contribute to the field of reading technologies a digital tool that creates a collective and embodied reading experience, and an adapted immersion instrument. What is already known about this topic It has been recognized that shared reading increases learners engagement and participation. Dialogic reading experience is enhanced through embodied actions. What this paper adds Through a design‐based research approach, a digital multiplayer reading‐action game was developed to explore whether a social, embodied, group game could increase interest and engagement of children in reading. The game was co‐designed and the immersion validated with primary school learners in Namibia. An adapted immersion instrument was derived for reading games. Implications for practice and/or policy Collective reading games offer weak readers support from their peers. A Namibian inclusive education for all, considering an Ubuntu pedagogy, can be supported with appropriate technologies. Teachers can integrate this game in the classroom by authoring their content in order to engage learners.

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Section: Discussionsupporting

confidence: 89%

Section: Related Workmentioning

confidence: 99%

Section: Research Aim and Design Goalsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Design and evaluation of a social and embodied multiplayer reading game to engage primary school learners in Namibia

Itenge

Muashekele

Chamunorwa

et al. 2022

Brit J Educational Tech

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“…Dialogic reading (DR) with young children promotes their early language and reading interest development (Barak & Lefstein, 2022; Dong et al, 2023; Grolig et al, 2020). By engaging in dialogue with young children through multiple interactive question‐and‐answer communication whilst reading together, these children become storytellers and learn how to actively talk about stories (Barak & Lefstein, 2022; Kennedy & McLoughlin, 2023; Wall et al, 2022). The DR paradigm involves four essential sequences, namely, prompts, evaluate, expand and repeat (PEER; Chang et al, 2022; Wall et al, 2022).…”

mentioning

confidence: 99%

Effects of dialogic reading elements on children's language development

Dong,

Chow,

et al. 2024

Journal Research in Reading

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BackgroundDialogic reading (DR) is an effective shared reading technique based on the prompts–evaluate–expand–repeat (PEER) sequence, which fosters children's language development. This study examines the effects of its elements by comparing shared reading with prompts with minimal feedback (PMF) and PEER.MethodsThis study included 364 typically developing Chinese kindergarteners and used a randomised control trial design. The children and their parents were divided into three groups, namely, the PMF, PEER and control groups. The children were pre‐ and post‐tested on their language skills and reading interest measures before and after the intervention.ResultsResults showed that after a 12‐week intervention, the children in the PMF group outperformed those in the control group in terms of receptive vocabulary, character reading and listening comprehension. Meanwhile, the children in the PEER group outperformed those in the PMF and control groups not only in terms of the above measures but also in their expressive vocabulary and reading interest.ConclusionsThese results highlight the contribution of parents' questions and the additional benefits of their systematically corrective feedback on kindergarten children's language and reading interest development. This study supports the literature on cognitive engagement theory related to young children's individual language and reading interest development through interactive parent–child DR activities.

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Making Sense of Generative Learning

Fiorella

2023

Educ Psychol Rev

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How do learners make sense of what they are learning? In this article, I present a new framework of sense-making based on research investigating the benefits and boundaries of generative learning activities (GLAs). The generative sense-making framework distinguishes among three primary sense-making modes—explaining, visualizing, and enacting—that each serve unique and complementary cognitive functions. Specifically, the framework assumes learners mentally organize and simulate the learning material (via the visualizing and enacting modes) to facilitate their ability to generalize the learning material (via the explaining mode). I present evidence from research on GLAs illustrating how visualizations and enactments (instructor-provided and/or learner-generated) can facilitate higher quality learner explanations and subsequent learning outcomes. I also discuss several barriers to sense-making that help explain when GLAs are not effective and describe possible ways to overcome these barriers by appropriately guiding and timing GLAs. Finally, I discuss implications of the generative sense-making framework for theory and practice and provide recommendations for future research.

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Embodied Action Scaffolds Dialogic Reading

Cited by 11 publications

References 41 publications

Design and evaluation of a social and embodied multiplayer reading game to engage primary school learners in Namibia

Design and evaluation of a social and embodied multiplayer reading game to engage primary school learners in Namibia

Effects of dialogic reading elements on children's language development

Making Sense of Generative Learning

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