Kinethetic strategies in reading comprehension: Building comprehension through movement

The purpose of this study was to examine the effects on students' attitude when adding kinesthetic movements, or intentional hand gestures, to a language arts reading comprehension strategy curriculum. The reading comprehension strategies selected were as follows: predict, infer, question, clarify, and summarize. Research questions include: What happens when explicit instruction in reading comprehension strategies are combined with a kinesthetic component for the self-identified kinesthetic learners; how does the student engagement, or experience, alter in reading comprehension instruction when adding a kinesthetic approach; what happens when students with other dominant learning styles are taught reading comprehension strategies with a kinesthetic component? The participants were students with parental permission in a Title One, third grade classroom. The eleven eligible students completed a Multiple Intelligences survey as a method to self-identify as Kinesthetic or Other Dominant Learning Style. All qualified students participated in the researcher-designed kinesthetic lessons, exit slips, and a pre- and post-survey. Findings showed an increase in student attitude toward reading comprehension in both the Kinesthetic and Other Dominant Learning Styles groups on the post-survey. The data may be useful for future research and/or professional development training.;Keywords: kinesthetic, multiple intelligences, reading comprehension, and student engagement..