Date of Award

8-1-1985

Document Type

Thesis

Degree Name

Specialist in Education (Ed.S.)

Department

Psychology

First Advisor

Dr. Richard Wikoff

Abstract

Research has generally shown that mnemonic techniques can improve the recall of poor readers. This experiment investigated the effect of verbal rehearsal and visual imagery strategies on the reading comprehension of 47 fourth-grade poor and average readers. The students were randomly assigned to one of four conditions: unaided, verbal rehearsal, visual imagery, and combined visual imagery plus verbal rehearsal. Subjects were taught a strategy (depending on the group assignment) and given a chance to practice. Following this, all subjects read a 1,000-word story. They were then given a 20-question test. As predicted, poor readers in the unaided condition recalled less than average readers. Among the poor readers, those in the visual imagery condition recalled significantly more than those in the verbal rehearsal or unaided conditions. The results are discussed in relationship to previous research and the implications for reading instruction as well as future research in this area.

Comments

A Field Project Presented to the Department of Psychology and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Specialist in Education University of Nebraska at Omaha. Copyright Karen F. Montgomery August, 1985

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