Effects of Embodied Cognition on Reading Comprehension Amongst African American Students: A Proposed Study

Abstract

This proposed study aims to investigate the relationship between embodied cognition and reading comprehension. African American and Caucasian, 3rd-5th grade students (N=68) read a story and performed different embodied exercises under the administration of a confederate. The participants were placed into three conditions: (a) the read-reread condition, (b) the read-manipulate condition, or (c) the read-act condition. It was hypothesized that the participants in the read-act session would perform better on the recall and comprehension assessment administered by the experimenter.