Visualization and Reading Comprehension Pt 6

Manipulating Objects and Figures to Visualize a Narrative.

When readers manipulate objects after reading a story it usually results in improved mental imagery and reading comprehension outcomes. Children are more able to retain imagined pictures of story events after they have used object manipulations even after several days. Object manipulation actively links read text information to the reader’s own background experiences and provides an effective memory strategy that enhances comprehension and recall of story ideas and events. 

After reading a story children can be given plastic figures and props such as trees, fences, and houses  to simulate and interpret the events of a story that they have enjoyed. In other words, a story character's world will become more concrete and comprehensible when objects are used in conjunction with narratives that children have read or heard. Having children manipulate objects after reading to represent characters and their actions will improve their understanding because it makes the visualising of story content more concrete and imaginable. 

The process is just as important as the product. When children cooperatively simulate story events with objects and describe the actions of figures it enables the linking of words and ideas to objects. It also  enables them to more easily visualise story ideas and relationships. Rich discussion can enhance the vividness of mental imagery and enables readers to project their own thoughts and feelings in a way that seems quite natural. The manipulating of objects in space and the rich talk that accompanies these actions should not be thought of as just a way to develop a scene or an end product but should be part of this complex learning process.

A model of an Aboriginal Dreamtime story (Legend)

10 other ideas using manipulatives:

1. Make a diorama
2. Use a cardboard theatre with cardboard figures to develop a play
3. Use a puppet theatre with puppets and props
4. Use plasticine to make figures and scenes
5. Buy a set of plastic figures and objects to make the scenes
6. Use a felt board and cut out felt figures to create a scene
7. Dress-up and act out the scene
8. Make figures and object with clay or play dough
9. Paint a series of pictures to illustrate the story
10. Draw a cartoon with captions and speech bubbles

Visualizing and Reading Comprehension Pt 5

Graphica

I have been reading "Advetures in Graphica: Using Comics and Graphic Novels to Teach Comprehension, 2-6. by Terry Thompson. Chapter seven "In the Mind's Eye: Making Mental Images and Inferring" is a particularly interesting chapter and well worth reading, particularly if you want to have a slightly different take on visualisation and comprehension.

The book is written in an easy to read and conversational style with lots of good teaching tips and practical ideas. The author says, "Comics can help by serving as a tangible model of the visualisation that good readers create in their heads as they read. Using examples from graphica, we can mirror mental images and display them right there on the page in front of our students, allowing them to make real connection with what we mean when we say "make a picture in your head." Whether you call it visualisation or creating mental images, the important thing to remember is that students must learn to use their imaginations to bring texts to life." (page 73-74).

He goes on to say that visualisation is not like a static picture or photograph, it changes and becomes more like a movie as the story unfolds. It incorporates movement, sounds, smells, taste, touch, and feelings. The mental images integrate your past experience and with perceived elements within the story. Inferences are formed when the missing details are filled in by the imagination. Thus, inferences are made by combining the new to the known.

How can graphics help children visualise? It can demonstrate the artist's imagination in various ways by using the graphics conventions such as speech bubbles, narration boxes, panels, gutters, text, etc. to encapsulate action, characterisation, mood, and emotion. For example, mood may be expressed through different variations of colour, line, perspective, font size and style. Children can be encouraged to use their inferencing skills to explore character traits. In the graphics they are able to gain clues as to the mental states of the characters through the depiction of their actions, what they say in speech bubbles, and by the expressions on their faces.

"Because comics represent characters visually, they help the reader in identifying and getting to know them. ..., this can help readers monitor who's speaking and how each character works into the story line. This visual connection to the players in the text frees readers up so they can practice attending to the characters and analyse the important role their presence plays during reading."(page 74).

Visualizing and Reading Comprehension Pt4

The ability to decode words accurately is essential but not sufficient for efficient reading and comprehension. Most children, who decode well while reading, comprehend most of what they read. However, there are many children who do not understand what they are reading even though they appear to be reading fluently. Often these children are not detected in the early years of schooling because they generally sound like they are reading beautifully. It is not until the latter years of primary (or elementary school) when they are expected to read for understanding that they appear to be having problems with reading comprehension.   

One of the problems is that these children do not normally connect emotionally with what they read. Emotions are usually associated with mental imagery. For example, the events of 9/11 were emotionally charged and the images of the planes crashing into the twin towers have been firmly etched into our long-term memories. It is difficult to read or talk about these events without replaying those horrific scenes in the 'mind's eye'. These images are vivid because they are emotionally charged and are often referred to as flash bulb memories. Not all mental images are as emotionally charged as this example but often readers make the comment that the book seemed to 'come alive'. What they are really saying is that they became emotionally involved with the book and the imagined scenes seemed to play like a movie. This is because mental imagery facilitates emotional associations and links reading to life experiences. 

Watch this YouTube video to find out more about the role of mental imagery and reading.

Thus, the degree of involvement, enjoyment, and interest in reading are enhanced by the generation of images. 

To find out more about mental imagery read 'Dual Coding Theory and Education' at http://www.umich.edu/~rdytolrn/pathwaysconference/presentations/paivio.pdf

Visualising and Reading Comprehension Pt3

I had a look at a video presentation by Nancy Bell at
http://www.lindamoodbell.com/video.aspx and I would recommend that everyone interested in reading comprehension view this excellent video presentation.

In this video she introduces her audience to the Dual Coding Theory which is the theoretical foundation for her work in reading comprehension. It also gives the viewer a good understanding of why some children have difficulties with reading comprehension.

If you have a good theoretical understanding of reading comprehension based on an understanding of the cognitive processing then it should give consistency and be firm foundation for good teaching of reading.

Visualizing and Reading Comprehension Pt2

Oral Language underpins the development of other language activities, such as reading and writing.

By focusing on the development of oral language skills children will learn to manipulate and control their world to suit their purposes.

Barrier Games
Barrier Games  provide opportunities to develop skills for both speaking (composing) and listening (comprehension). A common barrier game that many of us will have played is Battleships, a hit or miss game using coordinates to knock out the opponent's ships that have been placed on a grid but out of sight.

Barrier games have been around for many years and require players to give and receive directions while being separated by some kind of barrier. A barrier game requires two players to be placed on either side of a table with some kind of barrier between them so that they cannot see each others materials. Almost anything can be used as a barrier such as: books, folders, or binders. Usually each player has the same set of materials in front of them. The players take turns giving the other player very specific instructions or descriptions on how to arrange or manipulate the materials in front of them, without using any visual cues. The goal of the game is to have both players’ materials look the same at the end of the activity. For example, one player could build a simple object such as a leggo boat and give instructions for the other player to construct an identical unseen object.

Another idea is to give the participants a map. One player is instructed to place a treasure somewhere on the map and then to give instructions to the other player so that he/she can follow the trail to the hidden treasure. The maps could be identical pirate maps. A variation of this activity is to photocopy street maps and ask the children to give directions in how to go from point A to point B. This activity requires a great deal of very specific language and the ability to listen carefully. It also requires the participants to visualise the instructions.

An idea to develop the ability to visualise (or to make an imagined picture) is to give one participant a simple picture e.g. a colouring in picture. The participant with the picture then describes the scene while the other participant attempts to draw the picture on a blank piece of paper by following the instructions. This is quite difficult and the children will usually require some hints as to how to give good instructions. For example, the use of words to indicate size, shape, position, direction, and perspective could be demonstrated before the beginning of the activity.

Barrier games not only develop language and the ability to imagine but they also develop the ability to link these two modes of thinking in working memory.