EMBRACE and Moved by Reading Publications

Adams, A. M., Glenberg, A. M., & Restrepo, M. A. (2019). Embodied reading in a transparent orthography. Learning and Instruction, 62, 27-36. Adams, A., Restrepo, M.A., & Glenberg, A. M. (2018). Moved by reading in a DLL Spanish-speaking population. Language, Speech, and Hearing Services in Schools. doi=10.1044/2018_LSHSS-16-0032 Glenberg, A. M., Brown, M., & Levin, J. R. (2007). Enhancing comprehension in small reading groups using a manipulation strategy. Contemporary Educational Psychology, 32, 389-399. Glenberg, A. M., Goldberg, A., Zhu, X. (2011). Improving early reading comprehension using embodied CAI. Instructional Science, 39, 27- 39. DOI 10.1007/s11251-009-9096-7. Glenberg, A. M., Gutierrez, T., Levin, J. R., Japuntich, S., & Kaschak, M. P. (2004). Activity and imagined activity can enhance young children's reading comprehension. Journal of Educational Psychology, 96, 424-436. Glenberg, A. M., Walker, E. A., & Restrepo, M. A. (2016) EMBRACEing dual language learners. In S.A. Crossley & D. S. McNamara, Adaptive Educational Technologies for Literacy Instruction. Taylor & Francis, Routledge: NY, pp 268-274. Glenberg, A. M., Willford, J., Gibson, B. R., Goldberg, A. B., Zhu, X. (2011). Improving reading to improve math. Scientific Studies of Reading, DOI 10.1080/10888438.2011.564245. Marley, S. C., Levin, J. R., & Glenberg, A. M. (2007). Improving Native American children’s listening comprehension through concrete representations. Contemporary Educational Psychology, 32, 537-550. Marley, S. C., Levin, J. R., & Glenberg, A. M. (2010). What Cognitive Benefits Does an Activity-Based Reading Strategy Afford Young Native American Readers? Journal of Experimental Education. 78(3), 395 – 417. Marley, S. C. , Szabo, Z., Levin, J. R., & Glenberg, A. M.(2011). Investigation of an Activity-Based Text-Processing Strategy in Mixed-Age Child Dyads. The Journal of Experimental Education, 79: 3, 340-360. Walker, E., Adams, A., Restrepo, M. A., Fialko, S., & Glenberg, A. M. (2017). When (and how) interacting with technology-enhanced storybooks helps dual language learners. Translational Issues in Psychological Science, 3(1), 66-79. http://dx.doi.org/10.1037/tps0000100 Walker, E., Wong, A., Fialko, S., Restrepo, M. A., & Glenberg, A. M. (2017). Applying Cognitive Tutor Principles to Reading Comprehension. In: André E., Baker R., Hu X., Rodrigo M., du Boulay B. (eds) Artificial Intelligence in Education. AIED 2017. Lecture Notes in Computer Science, vol 10331. Springer, Cham

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