Gambrell, L., & Bales, R. (1986). “Mental Imagery and the Comprehension-Monitoring Performance of Fourth- and Fifth Grade Poor Readers” . Reading Research Quarterly, 21(4), 454-464.
This study investigated the influence of mental imagery instruction on 124 fourth and fifth grade students. The students had been identified as two or more years below grade level in reading. The students were split into control and treatment groups. Readers in the control group were given mental imagery instructions, while the control group received general instructions. Both groups silently read two passages, one with an explicit inconsistency and the other with an implicit inconsistency. After reading the students completed a prompted re-tell and filled out a 10-item survey designed to obtain information about their comprehension of the inconsistencies. Data from these instruments were used to measure the effect of mental imagery on both monitoring and regulation of reading comprehension.
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