CPMs: A Kinesthetic Comprehension Strategy

This article discusses a study to determine whether primary grade students can learn comprehension processes via hand motions to portray these mental processes. Comprehension Process Motions (CPMs) were designed to provide students with a way to make comprehension processes more consciously accessib...

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Bibliographic Details
Published in:The Reading teacher 2008-03, Vol.61 (6), p.460-470
Main Authors: Block, Cathy Collins, Parris, Sheri R., Whiteley, Cinnamon S.
Format: Article
Language:English
Subjects:
Child Health
childhood
Children & youth
Cognitive Processes
Comprehension
Direct instruction
early childhood
Educational research
Educational Strategies
Elementary school students
Grade 4
instructional
Kindergarten
Kindergarten education
Kinesthetic Methods
Learning
Learning Modalities
Literacy programs
metacognitive
monitoring
Motion
Motor ability
Norm Referenced Tests
Preschool education
Primary Education
processing
Psychomotor Objectives
Psychomotor Skills
Reading Comprehension
Reading instruction
Reading Skills
Reading teachers
strategies
Students
Teachers
Teaching Methods
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Summary:This article discusses a study to determine whether primary grade students can learn comprehension processes via hand motions to portray these mental processes. Comprehension Process Motions (CPMs) were designed to provide students with a way to make comprehension processes more consciously accessible and also to give teachers a way to observe what students have (or have not) comprehended. Results were based on a 12‐week study of 257 experimental and 256 control students in grades K–5. Comprehension scores on standardized, criterion‐referenced, and norm‐referenced tests were significantly higher for experimental students than for those who were not exposed to CPM instruction. These data provide evidence that even the youngest readers are capable of internalizing comprehension processes and knowing how to elicit them at specific points in a text when they are needed.
ISSN:0034-0561
1936-2714
DOI:10.1598/RT.61.6.3