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Using visualisation and Imagery to Enhance Reading Comprehension
Book chapter   Peer reviewed

Using visualisation and Imagery to Enhance Reading Comprehension

Gary Woolley
Literacy in the Arts: Retheorising learning and teaching, pp.215-234
Springer International Publishing
2014
DOI: https://doi.org/10.1007/978-3-319-04846-8_13
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https://doi.org/10.1007/978-3-319-04846-8_13View
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Abstract

visualisation imagery cognition comprehension reading strategies memory literacy language
Reading comprehension is a dynamic process that requires readers to construct meaning while they are decoding text. During the reading process readers do not normally retain verbatim text information but develop other, more flexible knowledge structures. Skilled readers do this by constructing a mental model incorporating both visual and verbal information in the form of a cohesive representation of the meaning. The construction of a mental model is formed by the integration of the reader's prior knowledge with the text structure or story content. For example, good readers tend to make bridging inferences by incorporating their own relevant background knowledge to fill in the gaps when important information is not given in the text. When readers are taught to visualise story events they are able to make appropriate inferences because visualising enables them to draw on their own prior knowledge and life experiences. As readers visualise while reading they become more engaged with the text, enjoy what they are reading, and often imagine themselves in the story. Imagining story ideas during the reading process links information in working memory and makes the encoding and recall of information more efficient. This chapter discusses how visual imagery techniques such as drawing, manipulating objects, forming mental imagery, developing characterisations, and using story structure can improve reading comprehension performance.

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