Language & Development Seminar Series: Keeping Grounded: A Longitudinal Study Exploring Immersive Strategies to Improve Children's Comprehension of Narrative Texts
Molly Berenhaus, University of Sussex
Tuesday, 08 March 2016, 3pm to 4pm
C113 Weiskrantz Room, Department of Experimental Psychology
Hosted by Marina Puglisi
In support of the grounded nature of discourse-level comprehension, encouraging children to immerse themselves in a story’s content has been found to improve their performance on reading comprehension measures. The current study explored the long-term benefits of two immersive strategies, storyboard construction (SC) and active experiencing (AE), on children’s (9-10 year olds) overall comprehension of narrative texts. At the beginning of the year, one third of participants learned how to use SC (the active recreation of a story using plastic cut-outs), one third learned how to use AE (to act out a story using emotional expression and movement) and one third participated in a session with no specific training. After training, participants read two short stories, using their respective strategy, and then answered a combination of emotion-based and spatial-based comprehension questions. We found that children who used AE performed better on emotion-based questions and children who used SC performed better on spatial-based questions. The benefits did not persist when children used imagery-based versions of the strategies with novel stories. The differential benefits of the two strategies support the grounded, multi-dimensional nature of children’s mental representations of narrative texts.