“Unless new information makes meaningful connections, it remains in working memory for about 20 seconds and is then discarded (Watson & Gable, 2011).” Because visual imagery can improve memory, it can help students make those connections. Visual images can help students make sense of math problems, remember fictional text, and comprehend a reading passage. Research… Read More A Picture is Worth a Thousand Thoughts: Using Visual Imagery that Improves Working Memory
From Research to Practice: News You Can Use
In a recent Superintendent’s memo, the Virginia Department of Education announced a new Web site for elementary teachers in kindergarten through grade three to support reading comprehension and vocabulary development. In a recent Superintendent’s memo, the Virginia Department of Education announced a new Web site for elementary teachers in kindergarten through grade three to… Read More From Research to Practice: News You Can Use
Teaching Students to Be Strategic Readers
Good readers are able to effectively coordinate their interaction with text by selecting and integrating reading strategies to use before, during and after reading. Torgeson (2006) emphasizes that struggling readers will need explicit strategy instruction that teaches them to use a repertoire of active comprehension strategies, including prediction, analyzing stories with respect to story grammar… Read More Teaching Students to Be Strategic Readers
Structured Comprehension Strategies for Improved Reading Achievement
“Comprehension is a process in which the reader constructs meaning by interacting with text” (Harris & Hodges, 1995, p. 207). Comprehension is purposeful, active, and can be developed by teaching specific comprehension strategies. When comprehension strategies are taught explicitly, students’ reading improves. Research “Comprehension is a process in which the reader constructs meaning by… Read More Structured Comprehension Strategies for Improved Reading Achievement
