Graduate Research Papers

Availability

Open Access Graduate Research Paper

Abstract

This literature review explores recent research to support the hypothesis that training students to form mental images will facilitate comprehension and enable the reader to find more enjoyment while engaged in the reading process. There is a relationship between forming mental images and age. Beginning readers need illustrations to enhance comprehension; however, by the third grade level many students are able to improve their comprehension when instructed in forming mental images. Among poor comprehenders mental imagery was shown to be effective as a memory and comprehension device. The findings of this review suggest to educators that the training of self-generated mental imagery should be given greater importance in the elementary school curriculum.

Year of Submission

1995

Degree Name

Master of Arts in Education

Department

Department of Curriculum and Instruction

Department

Division of Elementary Education

First Advisor

Marvin Heller

Second Advisor

Charles R. May

Comments

If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

1995

Object Description

1 PDF file (20 leaves)

Language

en

File Format

application/pdf

Included in

Education Commons

Share

COinS