Might dialogic reading require previous or concurrent embodied activities to be effective? Twenty-nine preschool children, ages 3-5 years, were randomly assigned to the control condition (children listened to a story eight times), the dialogic-then-embodied condition (children engaged in dialogic reading for four readings and then embodied action was added), or the embodied-then-dialogic condition. The embodied action required the child to act out components of the story using toys. Adding embodied action increased story recall, vocabulary acquisition, and positive affect (with generally large effect sizes). Thus, embodied action in conjunction with dialogic reading provides an effective model for promoting early literacy skills. We discuss the possibility that all benefits of dialogic reading come about through embodied processes.

Danielle Wall

Sarah Foltz

Anne Kupfer

Arthur M. Glenberg

Educational Psychology Review

教育心理学评论是一个国际论坛，用于发表经过同行评审的综合评论文章、特殊主题问题、对先前研究或新研究方向的反思或评论、访谈、复制和干预文章——所有这些都与教育心理学领域有关。所有出版物都提供了适合教育心理学广泛读者的广泛报道，以及足够的深度为该领域的专家提供信息。

The Educational Psychology Review is an international forum dedicated to publishing peer-reviewed comprehensive review articles, special issue topics, reflections or comments on previous research or new research directions, interviews, replication studies, and intervention articles—all related to the field of educational psychology. The publications aim to provide a wide range of information suitable for a broad audience in educational psychology, while also offering sufficient depth to inform experts in the field.

《Educational Psychology Review》是一个国际性论坛，专注于发表经过同行评审的综合评论文章、特殊主题问题、对先前研究或新研究方向的反思与评论、访谈、复制研究和干预文章，所有内容均与教育心理学领域相关。期刊的出版物旨在为教育心理学的广泛读者提供丰富的信息，同时也为该领域的专家提供足够的深度分析。

Category	Quartile
心理学	1
心理学, 心理学教育	1

Embodied Action Scaffolds Dialogic Reading

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Category	Quartile
PSYCHOLOGY, EDUCATIONAL	1