Teaching Learning Disabled Junior High Students to Use Visual Imagery as a Strategy for Facilitating Recall of Reading Passages

Abstract

)his study investigated whether recall of prose passages by LD students could be improved by training those students to use visual imagery when they read. Students in an imagery-training group received 30 minutes of instruction in the use of visual imagery while students in a paraphrase-recall practice group received 30 minutes of practice in reading passages and telling, in their own words, the content of those passages. Students trained to use visual imagery did not exhibit improved paraphrase-recall relative to the practice group. However, trends within the data suggested that imagery training with LD students should be investigated further.