Instead, their brains appear to be more focused on coordinating the visual representations of the words with phonological processing. On the other hand, when listening to narratives, these younger students evidence active processing in the occipito-temporal regions. This neural activity during listening was even predictive of how well these students would read later. That means that visualization is evident in reading in grades , but not so much in grades 1 and 2, at least when it came to reading.
There appears to be a shifting of neural activation when reading from ages 5 to I mentioned that engaging kids in visualization can lead to improvements in their reading comprehension. The teaching studies are consistent with the brain studies. Basically, visualization improved comprehension in the upper grades but not in the primary grades. Hence, my yes and no answer. When it has worked, it has helped the older kids, not the second graders; and the effects have been relatively modest — it works, just not as well as some of the other strategies.
The versions of visualization that have been most effective have confounded it with an even more effective comprehension strategy, use of text structure.
Is it the visualization or the structural guidance? Perhaps both are helpful. In summary, visualization is a part of the comprehension process, and it is part of how most humans represent information in memory. With the older kids I would try to link their visualizing to structural properties of text hedging my bets. Horowitz-Kraus, T. Overlapping neural circuitry for narrative comprehension and proficient reading in children and adolescents. Neuropsychologia, 51, Sadoski, M. Imagery and text: A duel coding theory of reading and writing.
Mahwah, NJ: Erlbaum. A duel coding theoretical model of reading. Unrah Eds. Toward a unified theory of reading. Scientific Studies of Reading, 11 , Zwaan, R. Embodied cognition, perceptual symbols, and situation models. Discourse Processes, 28, 81— Situation models in language comprehension and memory.
The construction of situation models in narrative. Language comprehenders mentally represent the. I found the. I do have to agree with what many people are saying regarding visualization in the lower levels. Illustrations are already play aa hug role in lower levels which I why I don't think this strategy will help them improve.
They are already working on this skills. Incorporating visualization in upper levels would be a better idea. Alexis-- That is a very good point. The texts that young children are taught to read from tend to be heavily illustrated and visualizing would not make much sense in that context why visualize, you already have the illustrator's visualizations? Really interesting discussion.
Since my daughter now 21 revealed to me that she cannot form "pictures" in her "mind", has very little visual memory, and understands written or verbal descriptions as just that - words that explain an object, concept or effect, I have come to think that there are other children, in fact, some of my own students I'ma TA , do not understand what visualisation is.
This certainly impacts on levels of comprehension, inference, and interpretation. With kindliness, Trish. This discussion has been very thought provoking. I teach Kindergarten and there has been some debate among teachers and administrators about teaching sight words in the primary grades.
The curriculum we are currently using does not formally start teaching sight words in K until the second half of the school year. This timeline gives students a chance to get a handle on letters vs.
However, some teachers have basically thrown out the curriculum's reasons for 'why' the scope and sequence is the way it is and have decided that the number of sight words taught is not rigorous enough so they've started much earlier in the year teaching additional sight words 'just because' they think we should.
I have felt for many years that we are asking our youngest readers to do more than what their brains can handle successfully. Just because some students 'can' doesn't mean all students 'should'. Visualization is a big part of teaching sight words in K because those words don't follow the phonetic patterns we've been teaching.
What are your thoughts on teaching sight words in K? How many is too many? This is really interesting on so many levels, and you've given me a lot to think about. I'm wondering what the relationship is between visualizing just in your head vs. My third graders really enjoy listening to a passage where I stop to allow them to draw and label.
My favorite example is having them draw the inventing room in Charlie and the Chocolate Factory, which is so rich with sensory detail and action verbs.
By using these terms to label, it allows me to introduce the importance of including these elements in their own story writing. Sometimes they draw on their white boards--fast and fleeting--and sometimes they draw slowly and meticulously with paper and color and create, in some cases, impressive illustrations.
There's a technique in The Reading Strategies Book called 'Reread and Sketch with More Detail' which combines drawing and labeling with rereading so that students see what they may have missed the first time through. Recommend that as you read the selected passage, students create their own brain movies based on the text by imagining the characters, setting, and action.
Suggest that some students may find it easier to visualize if they watch you as you read, close their eyes, or gaze out the window. Read with inflection and emphasis on striking language. When you are done reading, pause to let students finish translating the text into brain movies. Then ask for volunteers to share their favorite imagery or scene. Discuss how students' experiences helped them relate to the story and create their brain movies.
How are the characters like them or people they know? How are they different? How is the setting of the story similar to and different from their neighborhoods and places they have visited?
Note how many people find that visualizing what they read helps them to understand and remember the subject matter. Encourage students to continue conjuring movies in their minds as they read. Emphasize that creating brain movies requires reading carefully and attentively. And suggest that if they have a hard time visualizing a passage, they should reread it and look up any unfamiliar words.
Examples of Brain Movies in Action Teachers who've used this strategy in their classrooms share these examples and tips for enhancing its effectiveness: Share Brain Movies to Extend the Learning Florida teacher Kelly Rose introduced brain movies to a literature circle of fifth graders, beginning with the powerful language of poetry.
Visualizing refers to our ability to create pictures in our heads based on text we read or words we hear. It is one of many skills that makes reading comprehension possible. Visualizing strengthens reading comprehension skills as students gain a more thorough understanding of the text they are reading by consciously using the words to create mental images. As students gain more deliberate practice with this skill, the act of visualizing text becomes automatic.
Students who visualize as they read not only have a richer reading experience but can recall what they have read for longer periods of time. Readers who can imagine the characters they read about, for instance, may become more involved with what they are reading.
This makes for a more meaningful reading experience and promotes continued reading. Visualizing is a skill that can be helpful in many domains, and while it is often associated with teaching early readers, even experienced readers can benefit from practice with this skill.
When selecting a text for a visualizing activity, start with a piece that contains descriptive language and strong verbs and that lends itself to conjuring vivid images. It is not necessary to start with an entire book—even a well-crafted sentence or short paragraph can provide a rich springboard for a visualizing lesson.
To begin a series of lessons that will focus on improving visualizing skills, you might choose to start with a short passage taken from a text or of your own creation.
For instance, the following sentences could be used to spark discussions:. Joan could barely believe her eyes. All these gifts were for her! She had never seen so many packages, not even on all her birthdays combined!
0コメント