What Cognitive Benefits Does an Activity-Based Reading Strategy Afford Young Native American Readers?
This study describes two experiments that are conducted with children from a reservation community. In Experiment 1, 45 third-grade children are randomly assigned to the following reading strategies: (a) “reread,” in which participants read each sentence of a story and then reread it; (b) “observe,” in which participants read sentences and then observed an experimenter move manipulatives as directed by the story; and (c) “activity,” in which participants read sentences and then move manipulatives as directed by the story. In Experiment 2, 40 second-grade children are randomly assigned to the reread or the activity strategy. In both experiments, activity participants remember more story content than do reread participants. In Experiment 1, the authors identify no memory differences between observe and activity strategies. When imagery instructions replace the original strategies, the participants in Experiment 1, third-grade activity (observe), recall more story content than do reread participants, but participants in Experiment 2, second-grade activity, do not. The authors discuss the instructional benefits of activity-based reading strategies and the developmental implications.