Visual Imagery and Self-Questioning: Strategies to Improve Comprehension of Written

View/ Open
Issue Date
1981-06-01Author
Clark, Frances L.
Warner, Michael M.
Alley, Gordon R.
Deshler, Donald D.
Schumaker, Jean B.
Vetter, Alice F.
Nolan, Susan
Publisher
Institute for Research in Learning Disabilities
Type
Book
Is part of series
Research Report / Institute for Research in Learning Disabilities;51
Metadata
Show full item recordAbstract
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.
Description
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.
Collections
Citation
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.
Items in KU ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.
We want to hear from you! Please share your stories about how Open Access to this item benefits YOU.