Walker, B. J., Truscott, D. M., Gambrell, L. B., & Almasi, J. (1994). Mental imagery, text illustrations, and reading comprehension of adult readers. In W. M. L. E. G. Sturtevant, K. A. J. Mohr, & E. W. Murphy (Eds.), Pathways for literacy: Learners teach and teachers learn: The sixteenth yearbook of the College Reading Association (pp. 99-108).

Walker, B.; Truscott, D.; Gambrell, L.; Almasi, J.

1994

Walker, B. J., Truscott, D. M., Gambrell, L. B., & Almasi, J. (1994). Mental imagery, text illustrations, and reading comprehension of adult readers. In W. M. L. E. G. Sturtevant, K. A. J. Mohr, & E. W. Murphy (Eds.), Pathways for literacy: Learners teach and teachers learn: The sixteenth yearbook of the College Reading Association (pp. 99-108).

This study looks at the effects of 2 comprehension strategies, perusing text relevant illustrations and invoking mental images, on the reading comprehension of adult readers: juniors and seniors in a university teacher education program were asked to read and respond to an African folk tale. Ss were randomly assigned to 4 treatment conditions: imagery and illustrations, imagery only, illustrations only, or control. Results suggest that prompting adults to induce mental imagery or attend to illustrations does not enhance their reading comprehension and recall more than simply prompting them to remember everything

One major finding of this study was that prompting adults to induce mental imagery or to attent illustrations did not enhance their reading comprehension more than simply prompting them to remember everything.

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