Visual Imagery and Self-Questioning

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. The visual imagery strategy requires the student to read a passage and to create visual images representative of the content of the passage. The self-questioning strategy teaches the student to form questions about the content of a passage as he or she reads to maintain interest and to enhance recall. Specific instructional procedures were followed that included: (a) testing the student's current level of functioning, (b) describing the strategy, (c) modeling the strategy, (d) verbal rehearsal of strategy steps, (e) practice in reading ability level material, and (f) practice in grade level material.