A comprehension intervention for children with reading comprehension difficulties

Woolley, Gary

doi:10.1080/19404150709546829

Cited by 21 publications

(16 citation statements)

References 49 publications

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“…Also in language learning, visualisation has recently been used in the literacy area, especially in reading (e.g. Hobbs, 2001;Narkon & Wells, 2013;Onofrey & Theurer, 2007;Park, 2012;Rader, 2009;Woolley, 2007;Woolley, 2010) to mainly support learners in comprehension. Research on visualisation in literacy has been undertaken for a few decades, but the result of this research is still controversial among the researchers in the literature.…”

Section: Studies On Visualisationmentioning

confidence: 99%

Visual Representations and Comprehension: The Exploration of Image-Word Relations and Types of Design

Fitriani

Erdiana

Samad

2019

ijole

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Visualisation has been used for decades as a strategy to help readers construct meaning from reading passages. Teachers across the globe have introduced visualisation mostly to primary students with native language background. They used the strategy to understand their own language. Little is known how this strategy works for university students who learn foreign language. Visualisation can be done internally (by creating mental imagery) and externally (by drawing visual representation). The product of visualising texts by using both models can be further investigated to find out if the meaning represented is appropriate to the meaning written in the text. This study therefore aims at exploring meaning by analysing the visual representations drawn by 26 English Education Department students of Syiah Kuala University after they read a narrative text. The exploration was conducted by looking at the image-word relations in the drawings. To do so, we consulted Chan and Unsworth (2011), Chan (2010) and Unsworth and Chan (2009) on the image-language interaction in multimodal text. The results of the analysis have found that the equivalence, additive and interdependent relations are mostly involved in their visual representations; and these relations really help in representing meanings. Meanwhile, the other three relations which are word-specific, picture specific and parallel are rarely used by the students. In addition, most students created the representations in a form of a design which is relevant to represent a narrative text. Further discussion of the relation between image-word relations, types of design and students’ comprehension is also presented in this paper.

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Section: Studies On Visualisationmentioning

confidence: 99%

Visual Representations and Comprehension: The Exploration of Image-Word Relations and Types of Design

Fitriani

Erdiana

Samad

2019

ijole

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“…In order for a mental imagery training to be successful, teachers need to model mental imagery by thinking-out-loud and providing children with feedback on their imagery ( Van de Ven, 2009 ). Previous research has indeed found that a combination of mental imagery strategy training and visual literacy training was the most successful approach for improving reading comprehension of fourth-graders ( Gambrell and Jawitz, 1993 ; Woolley, 2007 ). Experimental research on finding effective ways to teach children how to successfully deal with visual information and to develop mental imagery skills is limited though.…”

Section: Discussionmentioning

confidence: 95%

Reading Pictures for Story Comprehension Requires Mental Imagery Skills

2016

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We examined the role of mental imagery skills on story comprehension in 150 fifth graders (10- to 12-year-olds), when reading a narrative book chapter with alternating words and pictures (i.e., text blocks were alternated by one- or two-page picture spreads). A parallel group design was used, in which we compared our experimental book version, in which pictures were used to replace parts of the corresponding text, to two control versions, i.e., a text-only version and a version with the full story text and all pictures. Analyses showed an interaction between mental imagery and book version: children with higher mental imagery skills outperformed children with lower mental imagery skills on story comprehension after reading the experimental narrative. This was not the case for both control conditions. This suggests that children’s mental imagery skills significantly contributed to the mental representation of the story that they created, by successfully integrating information from both words and pictures. The results emphasize the importance of mental imagery skills for explaining individual variability in reading development. Implications for educational practice are that we should find effective ways to instruct children how to “read” pictures and how to develop and use their mental imagery skills. This will probably contribute to their mental models and therefore their story comprehension.

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“…It may also involve the use of dictionaries, pre-teaching of new words, and morphological analysis by teaching the meanings associated with prefixes, suffixes and root words (Alfassi, 2004;Velluntino, Tunmer, Jaccard, & Chen, 2007;Woolley, 2007). What is certain is that the more explicit the vocabulary instruction, the higher the likelihood that students with reading comprehension difficulties will make significant gains (Manset-Williamson & Nelson, 2005).…”

Section: Explicit Instructionmentioning

confidence: 97%

A Multiple Strategy Framework Supporting Vocabulary Development for Students with Reading Comprehension Deficits

Woolley¹

2010

Australas. j. spec. educ.

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Poor comprehenders are generally students who have significant language-learning deficits. A particular problem for students with poor comprehension is that they have difficulty learning new vocabulary because they are inclined to read less, and are unable to apply new meanings to unfamiliar words. This leads to the situation where the gap widens between them and their more successful peers, resulting in more noticeable reading difficulties in later grades. They generally have good word decoding skills but have difficulty connecting meaning to unfamiliar words in context. This is often problematic because they have particular difficulties making inferences and forming a coherent mental model of what they have read. However, effective vocabulary instruction can be achieved by the incorporation of an intervention framework that balances the teaching of word-learning strategies with strategies fostering whole story integration. This article introduces a pedagogical construct based on a modified KWL framework using a combination of evidence-based visual and verbal instructional methods, in conjunction with the development of metacognitive and self-regulating strategies. The implication is that the cognitive load on working memory will be reduced and overall story comprehension will be improved when a well-constructed pedagogical framework is utilised to enhance the acquisition of new vocabulary during reading.

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A comprehension intervention for children with reading comprehension difficulties

Cited by 21 publications

References 49 publications

Visual Representations and Comprehension: The Exploration of Image-Word Relations and Types of Design

Visual Representations and Comprehension: The Exploration of Image-Word Relations and Types of Design

Reading Pictures for Story Comprehension Requires Mental Imagery Skills

A Multiple Strategy Framework Supporting Vocabulary Development for Students with Reading Comprehension Deficits

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