Moved by Reading in a Spanish-Speaking, Dual Language Learner Population 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 ... Research Article
Newly Published
Research Article  |   May 22, 2018
Moved by Reading in a Spanish-Speaking, Dual Language Learner Population
 
Author Affiliations & Notes
  • Ashley M. Adams
    Department of Speech and Hearing Sciences, Arizona State University, Tempe
  • Arthur M. Glenberg
    Department of Psychology, Arizona State University, Tempe
    Department of Psychology, University of Wisconsin-Madison
    University of Salamanca, Spain
  • Ma Adelaida Restrepo
    Department of Speech and Hearing Sciences, Arizona State University, Tempe
  • Disclosure: Arthur M. Glenberg is a partial owner of Moved by Reading, LLC, which may in the future commercialize the intervention described in this article. The co-authors have declared that no competing interests existed at the time of publication.
    Disclosure: Arthur M. Glenberg is a partial owner of Moved by Reading, LLC, which may in the future commercialize the intervention described in this article. The co-authors have declared that no competing interests existed at the time of publication.×
  • Correspondence to Ashley M. Adams: amadam13@asu.edu
  • Editor: Krista Wilkinson
    Editor: Krista Wilkinson×
  • Associate Editor: Marleen Westerveld
    Associate Editor: Marleen Westerveld×
Article Information
Development / Cultural & Linguistic Diversity / Newly Published / Research Article
Research Article   |   May 22, 2018
Moved by Reading in a Spanish-Speaking, Dual Language Learner Population
Language, Speech, and Hearing Services in Schools, Newly Published. doi:10.1044/2018_LSHSS-16-0032
History: Received April 21, 2016 , Revised October 25, 2016 , Accepted February 26, 2018
 
Language, Speech, and Hearing Services in Schools, Newly Published. doi:10.1044/2018_LSHSS-16-0032
History: Received April 21, 2016; Revised October 25, 2016; Accepted February 26, 2018

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.

Acknowledgments
The research was partially supported by NSF Grant 1324807, awarded to Arthur Glenberg (principal investigator), Erin Walker (co-principal investigator), and M. Adelaida Restrepo (co-principal investigator). In addition, Arthur Glenberg was partially supported by NSF Grant 1020367. Many thanks to the elementary schools in the Phoenix metropolitan area that participated and to Sarah Fialko, Albertina Albouchar, and Giener Rojas who assisted with data collection. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the funding agencies.
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