Investigating How Gestures Can Scaffold Understandings of Complex Science Texts

• In Event: AERA Poster Session 8
  In Poster Session: Section 1a, Poster Session 2. Literacy: Reading and Writing Across Contexts (San Diego)

Abstract

Gestures are ubiquitous during talk and offer particular affordances in explaining spatio-motoric and scientific concepts, but are little examined in research about scaffolding students’ reading of complex science texts. To better understand gestures’ potential, we investigated videos from two interventions (one featuring 5th/6th graders, another featuring 11th graders) in which tutors read conceptually complex science texts with small groups of students. Tutors used identical lesson plans and texts within each intervention, but were invited to scaffold with gestures when they thought necessary. Findings showed that gestures were ubiquitously used, occurred at the leading edge of textual complexity, facilitated the negotiation of shared understandings, and could enrich those understandings. Seeing gesture can help educators see potential in all students.

Authors

• Dan Reynolds, John Carroll University

• Amanda P. Goodwin, Vanderbilt University

• Melissa Shields, John Carroll University