Imagery For Text Learning And Self Explanation

Henry L. Roediger III believes that “testing as part of an educational routine provides an important tool not just to measure learning, but to promote it” (Roediger pg. 1). If we stop forcing students to shove information down

Preparations for tests should ideally begin much earlier than shortly before the actual test taking period. Indeed, many students perform dismally in their tests because of their failure to understand this and many other principles of test and exam preparation. In addition to discussing how students should prepare for tests, this text will also identify the various strategies which should be embraced by students during test taking in an attempt to enhance performance.

Over the past few decades, enhancements in the visual fields have greatly improved, giving weight on the importance of visual material in text. Something that is more visually stimulating can usually make a text more convincing or credible. The term “seeing is believing” proves this fact. As humans, we tend to believe something if we can actually see it, which is why Jay David Bolter has referred to this phenomenon of the changed role of text and graphics as the “visual culture” in his book Writing Space. “Mere words no longer seemed adequate; they had to share their space with images.” (Bolter, 69).

Mental images are created by the brain from memories, imagination, or a combination of both. Writers use imagery to help create mental images for the reader. Imagery is when words are used to appeal to your five senses, sight, taste, smell, touch, and sound. In the book To Kill a Mockingbird many types of imagery are used. Examples of imagery being used in the book is when the Radley place is being described, Scout’s teacher Miss. Caroline is being described, and when Miss. Caroline’s shriek was described.

think
that
it
allows
the
reader
to
create
imagery
whilst
reading,
and
I
feel
that
in

This student’s preferred learning strategy compared to the learning strategy provided by V.A.R.K. is almost identical. The learning strategies that have been used throughout her education have always netted good results, which is evident by her grades. In the past other students have commented about her learning style and the amount of time spent on note taking, outlines, and writing out note cards, but she has perfected this process for her learning style.

The amount of mental processing power needed to absorb new content has a profound impact on a person’s ability to learn.

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

When I get assigned a book to read, most of the time I skim over it and forget it in the morning. Foer writes “As books became easier and easier to consult, the imperative to hold their concerns in memory became less and less relevant, and the very notion of what it meant to be erudite began to evolve from possessing information internally to knowing where to find information in the labyrinthine world of external memory.” In this section he is building his argument by giving us a visual. Foer is implying that when it 's easy to read we just forget it because it wasn’t a challenge; he is also implying that we won’t

“People only see what they are prepared to see” is a famous quote by Ralph Waldo. This quote emphasises the fact that the purpose of a text can often be unnoticed and misinterpreted by the viewer. Many people only have a limited world experience, and it’s the Distinctly Visual feature of a text which allows the viewer to gain a better understanding. Distinctly Visual texts use a combination of techniques to create and shape an audience’s point of view or interpretation, and visualising a text requires the responder to interpret all of the images presented.

Many teachers these days are “teaching to the test” and hurting their students in the process. The students are not properly taught to retain information that will be helpful in the future. Many students are taught to memorize the information for the test and to never look back on that information until an exam, where the whole memorizing process starts again. The information is never fully learned or understood. “ students ... have very little idea how they can apply the information throughout their lives” (Source F). Many students cannot remember what they have learned up to the current week, and many researchers have found that since the information is not currently being used, it has been pushed to the back of the mind and in most cases, forgotten. Researchers have found that many students forget up to 60% of material that they learned in high school before moving to a university. The information that has been consumed by students is not being applied in real life situations. And the tests will not help students in the future with getting jobs or any real-world knowledge. “Instead of being able to explain what they can DO with the information they have learned (i.e., order food at a restaurant from language class, determine appropriate change while shopping from math class), students often only cite the technical

Promoting and using the think aloud with texts, we force the students to use the strategies that they know. Each student uses different strategies to read and comprehend a text then we need to force to use in activities that help them to improve them.

After completing all the assessments and the parent interview, reading and writing activities were differentiated and conducted during whole group and small group instruction. Bear (Laureate Education, Inc, 2009c) discusses using the RRWWT Framework for guiding instruction for students. During the Read To activity, the Emperor’s Egg (Jenkins,) is read whole group to the students. This is an information text which uses labeled diagrams and captioned pictures throughout to provide additional information about the topic. During the Read To, students are following along in their basal as I read, and I have students discuss the diagrams of the Emperor Penguin. Drawing attention to the diagrams and teaching the students how illustrations and diagrams within text can aid in their understanding of what is being read seems to help the struggling reader. Using the visuals such as the diagrams helps this

Elliott (1973) examined the concept that those who used imagery would have better recall than those who used rehearsal memory techniques while performing an additional task of either looking at an unrelated picture, reading a short passage or listening to numbers being recited. He also hypothesized that words that were more concrete in nature would have a higher recall rate than those that were abstract. As he expected, Elliott (1973) found that those who used imagery to memorize information did better on recall during all three additional tasks and that concrete words overall had a higher recall rate. He further cemented this idea when he unexpectedly tested participants on their long-term memory after

The read/write learner is advised to: develop lists, make outlines, obtain study guides, take notes, and write words to the notes several times. It is also recommended to read notes silently, rewrite and paraphrase ideas into other words. Converting graphs, charts, and diagrams into worded statements help the student with a strong read/write preference to understand the meanings contained in the visual material. Meaning is found in words; therefore the student with a read/write learning preference should search for words that describe the meaning of a concept by breaking the concept into textual points. (Fleming, n.d.).