Enhancing Reading through Olfactory Stimuli: A Research Agenda to Support Struggling Readers
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| Title: | Enhancing Reading through Olfactory Stimuli: A Research Agenda to Support Struggling Readers |
|---|---|
| Language: | English |
| Authors: | Jenny M. Thomson (ORCID |
| Source: | Reading Research Quarterly. 2025 60(4). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Olfactory Perception, Reading Difficulties, Multisensory Learning, Physical Environment, Educational Environment, Reading, Children |
| DOI: | 10.1002/rrq.70045 |
| ISSN: | 0034-0553 1936-2722 |
| Abstract: | This conceptual paper argues that for children with reading difficulties, multi-sensory approaches to learning, especially in literacy, are essential. Drawing on a state-of-the-art review, we propose that olfactory elements of the learning environment, particularly in reading spaces, have significant implications for how struggling readers engage with texts. Supporting struggling readers may benefit from more intentional consideration of the emotional design of reading encounters. This broader approach includes optimizing environmental factors such as heat, light, sound, and air quality, all of which have been shown to positively impact learning. We explore the potential of olfaction in fostering relaxation within learning spaces, thus creating environments conducive to effective learning. Recognizing the stress that some children experience while learning to read, the paper suggests that specific olfactory stimuli warrant empirical attention. Repeated learning struggles often evoke negative emotional responses, hindering children's engagement with learning. Therefore, the ultimate goal is to inform educational practices and interventions that can mitigate stress and enhance learning outcomes by strategically integrating olfactory stimuli into learning environments. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487077 |
| Database: | ERIC |
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| Abstract: | This conceptual paper argues that for children with reading difficulties, multi-sensory approaches to learning, especially in literacy, are essential. Drawing on a state-of-the-art review, we propose that olfactory elements of the learning environment, particularly in reading spaces, have significant implications for how struggling readers engage with texts. Supporting struggling readers may benefit from more intentional consideration of the emotional design of reading encounters. This broader approach includes optimizing environmental factors such as heat, light, sound, and air quality, all of which have been shown to positively impact learning. We explore the potential of olfaction in fostering relaxation within learning spaces, thus creating environments conducive to effective learning. Recognizing the stress that some children experience while learning to read, the paper suggests that specific olfactory stimuli warrant empirical attention. Repeated learning struggles often evoke negative emotional responses, hindering children's engagement with learning. Therefore, the ultimate goal is to inform educational practices and interventions that can mitigate stress and enhance learning outcomes by strategically integrating olfactory stimuli into learning environments. |
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| ISSN: | 0034-0553 1936-2722 |
| DOI: | 10.1002/rrq.70045 |
