Teaching Learning Disabled Junior High Students to Use Visual Imagery as a Strategy for Facilitating Recall of Reading Passages. [Report No.: IRLD-RR-49

Autor/inn/en	Warner, Michael M.; Alley, Gordon R.
Institution	Kansas Univ., Lawrence, Inst. for Research in Learning Disabilities.
Titel	Teaching Learning Disabled Junior High Students to Use Visual Imagery as a Strategy for Facilitating Recall of Reading Passages. [Report No.: IRLD-RR-49
Quelle	(1981), (17 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Imagery; Junior High Schools; Learning Disabilities; Learning Strategies; Prose; Reading Comprehension; Recall (Psychology); Visualization + Suchen Sie Ihr Suchwort? Metaphorik; Sekundarstufe I; Learning handicap; Lernbehinderung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Prosa; Leseverstehen; Abberufung; Visualisation; Visualisierung
Abstract	The study investigated whether the recall of prose passages could be improved in a group of 30 learning disabled (LD) junior high students by training them to use visual imagery when they read. Students in an imagery training group received 30 minutes of instruction in using visual imagery to recall what they had read; students in a paraphrase recall practice group received 30 minutes of practice in reading passages and telling the experimenter, in their own words, the content of those passages. It was found that students who were trained to use visual imagery did not exhibit improved paraphrase-recall relative to the practice group. Students, as a whole, recalled more content from concrete than from abstract passages. (Author/SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01