Imagery has a significant role in cognitive development. Reading research has established the fact that good readers image spontaneously and that there is a high interrelationship between overall preference for a story, the amount of text-related imagery in the story, comprehension, and recall. Imagery researchers agree that everyone is capable of imaging. As with any other skill, using imagery effectively appears to be a matter of practice. The basic techniques for stimulating pupils to use imagery involve relaxation and the use of images that appeal to all their senses. When pupils read a story, they should put themselves into the role of the character. They should experience what the character sees, smells, hears, tastes, and feels. Pupils who can do this experience the story on a higher cognitive and affective level than pupils who are not able to do so. Research indicates that imagery is used infrequently in the classroom. Failure to recognize the powerful potential of imagery in the reading program denies pupils the use of a major correlate in reading instruction. (Thirty-two references are attached.) (Author/MG)