Developing reading comprehension: combining visual and verbal cognitive processes

Memory Mates: A Classroom-Based Intervention to Improve Attention and Working Memory

“…These findings support Alloway and Gathercole's (2006) assertions that students benefit from access to self-help strategies supporting learning needs. They also highlight the need to practise strategies to support WM regularly during classroom lessons (Woolley, 2010).…”

“…Mental imagery is one strategy that can be utilised to support WM (Woolley & Hay, 2004). Woolley (2010) asserted that mental imagery skills do need to be practised to become automated responses incorporated into a student's learning. Another strategy that has been found to improve WM functioning is rehearsal, where students repeat information in their mind, with young children benefitting from memory training in rehearsal strategies, as they are less likely to spontaneously use these until the age of seven (St Clair-Thompson, Stevens, Hunt, & Bolder, 2010).…”

Teachers’ Strategies in Teaching Reading at Junior High Schools in Sirimau Sub-District

“…All of their cognitive abilities they focus on reading words properly and little effort to understand what or what the content of the reading is. This is especially true for students with disabilities (Woolley, 2010).…”

“…Some researchers believe that vocabulary is the strongest or major component of proper reading comprehension and studies have shown that students who have a large working vocabulary receive better grades than students who do not. "Students should be able to know the meanings of 90%-95% of the words in a text to be able to gather meaning from the text ( Yildirim et al, 2011)". If students read and do not understand what two or three of the words mean, then they may (not) be able to gather some meaning out of the text to understand it.…”

“…However, students will have difficulty understanding what they read if they do not understand the majority of words from the story or text. "Individuals who have comprehension problems generally have a more limited vocabulary than those who do not have comprehension problems" (Yildirim et al, 2011). It means to be able to understand the text or the story correctly, the student must be able to know the meaning of the vocabulary because it really helps the students' comprehension.…”