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Visual Imagery and Self-Questioning: Strategies to Improve Comprehension of Written
Clark, Frances L. Warner, Michael M. Alley, Gordon R. Deshler, Donald D. Schumaker, Jean B. Vetter, Alice F. Nolan, Susan
Clark, Frances L.
Warner, Michael M.
Alley, Gordon R.
Deshler, Donald D.
Schumaker, Jean B.
Vetter, Alice F.
Nolan, Susan
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Abstract
Two learning strategies, visual imagery and-self-questioning, designed to increase reading comprehension were taught to six learning disabled students using a multiple-baseline across strategies design. Results of the study indicate that LD students can learn the two strategies and can apply them in both reading-ability level and grade-level materials. The students' use of the strategies resulted in greater comprehension scores from the pretest in baseline to the posttest after training.
Instructional time for each strategy ranged from five to seven hours.
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This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Date
1981-06-01
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Institute for Research in Learning Disabilities
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Clark, F. L., Warner, M. M., Alley, G. R., Deshler, D. D., Schumaker, J. B., Vetter, A. F., & Nolan, S. M. (1981) Visual Imagery and Self-Questioning: Strategies to Improve Comprehension of Written [Research Report 51]. Institute for Research in Learning Disabilities, Lawrence, KS.