Purpose: The aim of this study was to evaluate the effectiveness of an English-only version and a Spanishsupport 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 Spanishsupport version of the intervention was most effective in the physical manipulation stage, whereas the Englishonly version was more effective in the imagined manipulation stage. Neither version was effective in producing significant transfer effects.

Original languageEnglish (US)
Pages (from-to)582-594
Number of pages13
JournalLanguage, speech, and hearing services in schools
Issue number3
StatePublished - Jul 2018

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Speech and Hearing


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