Experiences and pictures : using visual imagery and background knowledge to improve reading comprehension
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Date
2001
Authors
McDonald, Shannon
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2001
Abstract
Background knowledge and visual imagery can be combined to improve comprehension
through discussions, semantic webbing, retelling and summarizing. Both parts of the
brain store experiences. Language ignites the left side of the brain which is sequential,
while senses and feelings are stored on the right side which is abstract and wholistic.
Both sides need to be activated when reading to develop comprehension to the fullest.
By picturing a story in your mind, you activate schema that activates feelings, and
sensory impressions of experiences you have had. Knowing how to activate, monitor and
question or change schema is what makes a good reader. This case study is with a fourth
grade boy who is reading independently at a mid-grade two level. The study consisted of
26, one-hour sessions conducted twice a week after school. Strategies using background
knowledge and visual imagery were taught to improve his reading level to a fifth grade
level as measured by Alberta Diagnostic Reading, 1986. Discussion brought forth the
student's background know ledge. A semantic web of the plot, characters, and setting was
drawn before reading of the text. Throughout the story, the student was asked to keep a
movie of the story going in his head. Oral retelling, predicting and inferencing took place
throughout the story with a full retelling of the story at the end. Character comparisons
were made between the books and experiences the student had. A fully developed movie
of the story was created by using experiences the student had and combining the sensory and emotional events with the story to make it come alive and be more meaningful. The
boy's reading comprehension improved from a mid-grade two to beginning grade five
level.
Description
viii, 139 leaves ; 29 cm. --
Keywords
Reading comprehension , Imagery (Psychology) in children , Reading (Elementary)