A3 Book section, Chapters in research books
Reading, Writing, Technology, and Embodiment (2022)
Mangen, A., & Pirhonen, A. (2022). Reading, Writing, Technology, and Embodiment. In S. L. Macrine, & J. M. B. Fugate (Eds.), Movement Matters : How Embodied Cognition Informs Teaching and Learning (pp. 103-117). The MIT Press. https://doi.org/10.7551/mitpress/13593.003.0013
JYU authors or editors
Publication details
All authors or editors: Mangen, Anne; Pirhonen, Antti
Parent publication: Movement Matters : How Embodied Cognition Informs Teaching and Learning
Parent publication editors: Macrine, Sheila L.; Fugate, Jennifer M. B.
ISBN: 978-0-262-54348-4
eISBN: 978-0-262-36899-5
Publication year: 2022
Publication date: 19/04/2022
Pages range: 103-117
Number of pages in the book: 350
Publisher: The MIT Press
Publication country: United States
Publication language: English
DOI: https://doi.org/10.7551/mitpress/13593.003.0013
Publication open access: Openly available
Publication channel open access: Open Access channel
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/82936
Abstract
For us, as human beings, the skills of reading and writing are not innate — meaning, there is no genetic blueprint for reading or writing (Wolf et al., 2012). Whereas children normally develop the ability to speak and communicate by means of language socialization, both reading and writing require systematic training over an extended period of time to develop. Helping children learn to read and write is one of the major tasks of basic education. A recent study using functional magnetic resonance imaging found that both reading and writing are multisensory experiences (Smith et al., 2018). Yet the ongoing digitalization poses new challenges for researchers and schools concerned with students’ literacy skills. As advances in technology in classroom applications become more mainstream, the way in which children engage in reading and writing is changing. Therefore, we argue that the theory of embodied cognition (4E) should be acknowledged when considering the strengths and weaknesses of various technologies in supporting different aspects of reading (e.g., low-level processes such as letter-sound correspondences, and high-level processes such as inference-based comprehension skills) and writing.
Keywords: reading; writing; learning; literacy; ability to write; digitalisation; technology; multisensory experience; comprehensive school; children (age groups); teachers
Free keywords: embodied cognition
Contributing organizations
Ministry reporting: Yes
Reporting Year: 2022
JUFO rating: 3