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

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.