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Readers/Advisors
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2003-04-01
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Abstract
This quantitative research study was conducted to see what effect teaching fifth grade students techniques on how to visualize before they read would have on their comprehension. Twenty fifth-grade students from a heterogeneous elementary class in a suburb of Western New York were part of the study. Each student was given an individual copy of The Lion, The Witch and the Wardrobe in class. During this five-week period, the students independently read the chapters assigned to them. They then received either a standard lesson and cloze test or a visualization lesson and cloze test directly following each chapter.
The data gathered from the cloze comprehension tests were analyzed and calculated by the instructor. A t-test was used and determined that the chapters with direct instruction in visualizing did have a statistically significant effect on student comprehension. Implications for further research include the possibility to conduct this same study on another literature piece of a different genre and to interview the students at various stages through the visualizing training process. Another possibility would be to perform this study with middle school and high school students.