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The Indexical Hypothesis suggests a new method for enhancing children’s reading comprehension. Young readers may not consistently “index, ” or map, words to the objects the words represent. Consequently, these readers fail to derive much meaning from the text. The instructional method involves manipulating toy objects referred to in the text (e.g., a barn, a tractor, a horse, in a text about a farm) to simulate the actions described in the text. Correctly manipulating the objects forces indexing and facilitates the derivation of meaning. Both actual manipulation and imagined manipulation resulted in markedly better (compared with rereading) memory for and comprehension of the text material, thereby lending strong support to the Indexical Hypothesis. Can young children’s reading comprehension be enhanced? Are there potent reading-comprehension strategies that can be identified
Glenberg et al. (Wed,) studied this question.