Effects of Instruction in the Use of a Visual-Imagery Strategy on the Reading-Comprehension Competence of Disabled and Average Readers
- 1 February 1990
- journal article
- research article
- Published by SAGE Publications in Learning Disability Quarterly
- Vol. 13 (1), 2-11
- https://doi.org/10.2307/1510388
Abstract
Thirty-nine upper-primary disabled readers and 39 third-grade average readers matched with the disabled readers on word-recognition ability were randomly assigned to three training conditions — visualization instruction only (VI), visualization instruction plus pictorial display (VI+P), and a read-reread (RR) control condition. Training and testing took place over four 40-min. sessions in small groups of five. Results indicated that the VI+P condition, in which subjects were instructed to make pictures in their mind and were shown a pictorial display that illustrated the temporal-spatial sequence of the reading text, was particularly effective in facilitating disabled readers' comprehension performance. However, adequate time and practice are necessary for mastery of the strategy, and appropriate gradual fading of external support is critical to promote internalization and generalization of strategy useKeywords
This publication has 11 references indexed in Scilit:
- Comprehension Monitoring: Detection and Identification of Text Inconsistencies by LD and Normal StudentsLearning Disability Quarterly, 1987
- The Effects of Comprehension Monitoring Training on the Reading Competence of Learning Disabled and Regular Class StudentsRemedial and Special Education, 1986
- Effects of a Mnemonic Imagery Strategy on Good and Poor Readers' Prose RecallReading Research Quarterly, 1986
- Children's Ability to Cope with Failure: Implications of a Metacognitive Approach for the ClassroomPublished by Elsevier ,1985
- Reading level design: Conceptual and methodological issues in reading research.Psychological Bulletin, 1984
- Increasing Metacomprehension in Learning Disabled and Normally Achieving Students through Self-Questioning TrainingLearning Disability Quarterly, 1982
- Increasing Retention of Main Ideas through Questioning StrategiesLearning Disability Quarterly, 1979
- Imagery instructions and young children's prose learning: No evidence of “support”Contemporary Educational Psychology, 1979
- Memorization processes in reading-disabled children.Journal of Educational Psychology, 1977
- Developmental Studies of Mediated MemoryAdvances in Child Development and Behavior, 1970