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USA ISD 613 - Strategy: Imagery Trai

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Strategy: Imagery TrainingContent: Helping children with comprehension problems through imagerytrainingTitle: Imagination Please!Time Required: Imagery training takes place on three different days withsessions lasting 20-30 minutesNumber of participants: Children are seen in small groups of 4 or 5Target Audience: a randomly selected group of 11 poor and goodcomprehenders at age 9 or 10. This lesson is ideally for children with poorreading comprehensionGoal of Activity: To teach children with poor reading comprehension a moreeffective way to read.Purpose of Script: To teach children to ‘think in pictures’ as they read to helpthem to answer questions about the story.Learning Outcome(s), Gagnes Taxonomy: Verbal Information, IntellectualSkillsLearning Outcome(s), HEO Taxonomy: Knowledge, Comprehension,Application, Analysis, SynthesisLearner Characteristics: Students between 9 and 10 with readingcomprehension difficultiesEntry Skills: Be able to read and follow directionsSetting: ClassroomMedia: live instructionProcess:The imagery training takes place in small groups (of 4 or 5 children) overthree sessions, on different days. The first session lasts for 30 minutes,and the second and third for 20 minutes each.The children are told that they would be learning to ‘think in pictures’ as theyread stories, to help them to answer questions about the stories.Session 1:The children read one of the stories and the experimenter then produces twodrawings; one a cartoon-like sequence of four pictures which represents thesequence of events in the story. The other is a single picture, depicting themain event in the story. The children are shown how each of the picturesrelate to the story. They are also told that the drawing used to illustrate themain point is called a representational drawing because it represents theinformation in the story. They are then told to imagine that the pictures are intheir minds, and that they are to use them to help them to answer somequestions about the story. The stories and pictures are taken away before thequestions are presented. The children are then given a second story to read,and are told to try to form mental pictures as they read it, and to formulate apicture of what they thought was the main event of the story. After thechildren had attempted to answer the questions with the aid of their ‘mentalpictures’ the experimenter asked each child to describe the images they hadused and gave feedback and suggestions for improving their images.Session 2:Both representational and transformational drawings are used. The childrenare told that the transformational drawings are specifically designed to helpthem to remember details from the stories, and the way in which this couldbe achieved and explained. The children are then told that they should try toform three different types of image as they read through a new story: acartoon sequence with four frames to represent the sequence of events in thestory, a representational image of the main event, and a transformationalimage to help them remember specific details. When they had completed thetask and answered the questions, their images were discussed with them as inthe first session.Session 3:The children are not shown any drawings. The imagery procedure isreiterated, and the children read and answer questions about a new story anda final discussion of their ‘mental pictures’ takes place, as in the first twosessions. Strategy Assessment: The children are tested in small groups. The stories and questions arepresented in a booklet with stories and questions on separate pages and thequestions are read aloud to the children. The children are reminded to formmental images as they read the stories and to use their pictures to help them toanswer the questions.Authors: Jane Oakhill and Sima Patel-Journal of Research in Reading(1991), 14(2), 106-115. Star H.


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USA ISD 613 - Strategy: Imagery Trai

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