Imagery and the Recall of Connected Discourse

Steingart, Sandra Koser; Glock, Marvin D.

doi:10.2307/747432

Cited by 27 publications

(7 citation statements)

References 20 publications

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“…These results confirm the results of other studies (Dansereau, 1978;Dean, 1978;Dean & Kulhavy, 1981;Fleming & Levie, 1978;Schmid & Telaro, 1990;Snowman & Cunningham, 1975;Steingart & Glock, 1979) which indicate that a variety of visual elaborations do result in higher performance on immediately administered tests of recall.…”

Section: Discussionsupporting

confidence: 94%

Enhancing comprehension through the use of visual elaboration strategies

Cox

Smith

Rakes

1994

Reading Research and Instruction

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Section: Discussionsupporting

confidence: 94%

Enhancing comprehension through the use of visual elaboration strategies

Cox

Smith

Rakes

1994

Reading Research and Instruction

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“…Steingart and Glock (1979) have shown that imagery instructions increased inferences and improved text recall in adults. Wittrock (198 1) cites evidence from several sources that children older than about 8 years can learn to use self-generated images to improve their comprehension of stories.…”

Section: Discussionmentioning

confidence: 99%

Inferential and Memory Skills in Children's Comprehension of Stories

Oakhill

1984

Brit J of Edu Psychol

218

150

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SUMMARY. An experiment was carried out to investigate 7-8 year-olds' use of implicit inferences in understanding stories. Two groups of children, differentiated by their ability at text comprehension, read four short stories and were asked a series of questions after each one. The results showed that skilled readers were better than less skilled readers at answering questions from memory shortly after reading a story, both when the questions could be answered directly from the text, and when they required an inference. However, when the text was made available, the less skilled group remained poorer at answering questions that required an inference, although their performance on literal questions improved to the same level as that of the skilled group. Thus, the experiment supports the idea that a major distinguishing characteristic of skilled readers is that they are good at making inferences, which enable them to relate the ideas in a text one to another and to general knowledge. Additionally, the results provide no support for the claim that differences in ability to make inferences can be attributed to differences in memory for prose: the less skilled group were poorer at making inferences even when the text was available to them.INTRODUCTION IN order to understand stories adequately, children must be able to draw appropriate inferences spontaneously when they hear or read a story. Several studies have shown

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“…Considerable research into improved reading has been devoted to the theory that readers' comprehension can be improved by asking them to visualize the events of prose. Of particular interest in this discussion are the studies that demonstrate enhanced comprehension through imaging in twelfth graders [2] and college students [35]. It could be that film, in providing a set of visual images to accompany the events recounted in fictional or informational prose will actually work to enhance students' comprehension of text by inducing imagery.…”

Section: Methods For Enriching Prior Knowledgementioning

confidence: 98%