Effects of Instruction in the Use of a Visual-Imagery Strategy on the Reading-Comprehension Competence of Disabled and Average Readers.

Chan, Lorna K. S.; And Others

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ410310

Record Type: CIJE

Publication Date: 1990

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Available Date: N/A

Effects of Instruction in the Use of a Visual-Imagery Strategy on the Reading-Comprehension Competence of Disabled and Average Readers.

Chan, Lorna K. S.; And Others

Learning Disability Quarterly, v13 n1 p2-11 Win 1990

The study, involving 39 intermediate-grade disabled readers, found that visualization instruction plus pictorial display, in which subjects were instructed to make pictures in their minds and were shown a pictorial display that illustrated the temporal-spatial sequence of the reading text, was particularly effective in facilitating subjects' comprehension performance. (Author/JDD)

Descriptors: Imagery, Instructional Effectiveness, Intermediate Grades, Learning Strategies, Pictorial Stimuli, Reading Ability, Reading Comprehension, Reading Difficulties, Visualization

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Teachers; Practitioners

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A