Developing reading comprehension: Combining visual and verbal processes

View/ Open
Author(s)
Woolley, Gary
Griffith University Author(s)
Year published
2010
Metadata
Show full item recordAbstract
When most children read narrative texts they actively utilise cognitive resources to comprehend by constructing appropriate mental models of story events. However, many children with poor comprehension experience difficulties due to an inability to appropriately direct attention and to effectively use the resources of working memory. As a result, their ability to construct integrated mental models of story content may be impaired. However, their reading comprehension performance can be improved when they are taught inferential reading comprehension strategies involving both verbal and visual processes to facilitate more ...
View more >When most children read narrative texts they actively utilise cognitive resources to comprehend by constructing appropriate mental models of story events. However, many children with poor comprehension experience difficulties due to an inability to appropriately direct attention and to effectively use the resources of working memory. As a result, their ability to construct integrated mental models of story content may be impaired. However, their reading comprehension performance can be improved when they are taught inferential reading comprehension strategies involving both verbal and visual processes to facilitate more elaborated mental modeling of narrative texts. This article discusses how such strategies can be implemented and consolidated using a metacognitive focus within a flexible multiple-strategy framework.
View less >
View more >When most children read narrative texts they actively utilise cognitive resources to comprehend by constructing appropriate mental models of story events. However, many children with poor comprehension experience difficulties due to an inability to appropriately direct attention and to effectively use the resources of working memory. As a result, their ability to construct integrated mental models of story content may be impaired. However, their reading comprehension performance can be improved when they are taught inferential reading comprehension strategies involving both verbal and visual processes to facilitate more elaborated mental modeling of narrative texts. This article discusses how such strategies can be implemented and consolidated using a metacognitive focus within a flexible multiple-strategy framework.
View less >
Journal Title
Australian Journal of Language and Literacy
Volume
33
Issue
2
Publisher URI
Copyright Statement
© 2010 Australian Literacy Educators' Association. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Subject
Curriculum and Pedagogy Theory and Development
Education Systems
Curriculum and Pedagogy
Specialist Studies in Education