Further comparison of representational and transformational prose-learning imagery.

Peters, Ellen; Levin, Joel R.; McGivern, Julia E.; Pressley, Michael

doi:10.1037/0022-0663.77.2.129

Cited by 18 publications

(6 citation statements)

References 10 publications

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“…There is also evidence that children of this age do not induce imagery but need to be instructed directly in its use (Oakhill and Patel, 1991), and that not all types of imagery training result in enhanced reading comprehension (Levin, 1973). It appears, for example, that representational imagery, or the fairly direct translation of text into visual images, may be more efficient for the comprehension of narrative text, whereas transformational imagery training may be more appropriate for expository text (Peters, Levin, McGivern and Pressley, 1985). The latter form of imagery training, where some aspects of the text are transformed so that images do not correspond directly to the text, would seem to be more appropriate for children reading non-narrative texts containing difficult to remember information that does not lend itself easily to simple visual representation.…”

Section: Reading Comprehension and Visual Imagery Trainingmentioning

confidence: 99%

The effect of visual imagery training on the reading and listening comprehension of low listening comprehenders in Year 2

Freeman

Robertson

Outhred

1999

Journal Research in Reading

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A study was carried out to assess the effectiveness of a representational visual imagery training programme on the reading and listening comprehension of a group of poor listening comprehenders in Year 2 (mean age: 7 years 8 months). Results indicated that relative to a matched control group, the experimental group improved significantly on a curriculum-based test of listening comprehension, a standardised test of reading comprehension and a measure of story event structure, with results approaching significance on an adapted test of listening comprehension. The implications of the results for early institution of visual imagery training in the context of listening comprehension instruction are discussed.

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Section: Reading Comprehension and Visual Imagery Trainingmentioning

confidence: 99%

The effect of visual imagery training on the reading and listening comprehension of low listening comprehenders in Year 2

Freeman

Robertson

Outhred

1999

Journal Research in Reading

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“…Though visual mental imagery training has been shown to facilitate reading comprehension in many studies, other research has shown an inconsistent effect of imagery training on comprehension in some situations (Moore & Kirby, 1988; Oakhill & Patel, 1991; Peters, Levin, McGivern, & Pressley, 1985).…”

Section: Introductionmentioning

confidence: 99%

The effect of image quality training on reading comprehension of EFL students using the keyword method

Wang

Lawson

Curtis

2014

Language Teaching Research

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Imagery training has been shown to improve reading comprehension. Recent research has also shown that the quality of visual mental imagery used is important for reading comprehension. A review of literature shows that there has been relatively little detailed research on the quality of imagery used by learners, especially in the case of students learning English as a foreign language (EFL). This study was designed to examine the influence of image quality on reading comprehension in EFL students, comparing the effects of training in the use of a focused, constrained imagery relative to that of a more standard form of visual mental imagery training. The study also examined the impact of individual differences such as gender, ability to make images, working memory capacity, and motivational beliefs on the training outcome. The findings provide evidence that constrained imagery strategy training helped EFL learners improve reading comprehension. Female participants showed higher comprehension performance than males. Other individual difference variables did not emerge as having a significant impact on change in reading comprehension performance over time.

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“…, see Mastropieri, Scruggs, & Levin, 1986; Scruggs, Mastropieri, McLoone, Levin, & Morrison, 1987), improving eighth graders' prose comprehension (Peters, Levin, McGivern, & Pressley, 1985), and teaching vocabulary words to educable mentally retarded (EMR) junior high school students (Scruggs et al . , 1985) and LD sixth graders (Condus, Marshall, & Miller, 1986).…”

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Effectiveness of keyword versus direct instruction on vocabulary acquisition by primary-grade handicapped learners

Pearlman

1990

Bull. Psychon. Soc.

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In this study, the effectiveness of the keyword mnemonic method was compared with that of the direct instruction method for teaching vocabulary words to fourth through sixth graders. Subjects were developmentally handicapped, learning disabled, or mentally retarded, aged 124 to 167 months. Acquisition of vocabulary words was measured by definition, sentence interpretation, and forced-choice questions. Results suggest that the keyword strategy may be too difficult for primary-grade handicapped learners to use.In many studies, it has been found that mnemonic strategies enhance the learning and memory performance of normal , gifted, and handicapped students. One such strategy is an adaptation of Atkinson's (1975) keyword method, originally used to facilitate college students' learning of Russian vocabulary. The keyword method involves three steps. First, the content to be learned is recoded into a keyword that sounds like the word to be learned. For instance, Scruggs, Mastropieri, and Levin (1985) recoded the vocabulary word ranid to the keyword rain . Second, the learner sees an interactive picture relating the new word to the keyword. Thus, "ranid" (which means frog) was depicted by Scruggs et al . (1985) as a frog sitting in the rain. Finally, the learner is taught to retrieve the definition after thinking of the keyword and recalling the interactive picture.The keyword method 's superiority over direct (nonmnemonic) instruction has been demonstrated in teaching science facts to mentally retarded (MR) and learning disabled (LD) adolescents (e.g. , see Mastropieri, Scruggs, & Levin, 1986; Scruggs, Mastropieri, McLoone, Levin, & Morrison, 1987), improving eighth graders' prose comprehension (Peters, Levin, McGivern, & Pressley, 1985), and teaching vocabulary words to educable mentally retarded (EMR) junior high school students (Scruggs et al . , 1985) and LD sixth graders (Condus, Marshall, & Miller, 1986). In a review of cognitive strategies for poor learners, Pressley, Johnson, and Symons (1987) conThe subjects in this experiment came from a larger sample used in a study by Short, Evans. Friebert, and Schatschneider (1989 Copyright 1990 Psychonomic Society, Inc . 14 elude that the keyword strategy's success is robust, since no population has been identified that does not benefit from keyword interventions. In contrast to keyword pictures, representational pictures display the content to be learned without the use of a keyword. For instance, a representational picture of ranid would depict a frog. Researchers often teach material by using representational images along with a "direct instruction" approach (Becker, Engelmann, Carnine, & Maggs, 1982), which emphasizes verbal rehearsal, fastpaced questioning and feedback, and frequent learner responding .The present study's main aim was to investigate the relative effectiveness of the keyword and direct instruction approaches in facilitating primary-grade handicapped learners' memories of vocabulary words. Previous studies have demonstrated that the keyword strat...

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Further comparison of representational and transformational prose-learning imagery.

Cited by 18 publications

References 10 publications

The effect of visual imagery training on the reading and listening comprehension of low listening comprehenders in Year 2

The effect of visual imagery training on the reading and listening comprehension of low listening comprehenders in Year 2

The effect of image quality training on reading comprehension of EFL students using the keyword method

Effectiveness of keyword versus direct instruction on vocabulary acquisition by primary-grade handicapped learners

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