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dc.contributor.authorZimmerman, Tracy
dc.date.accessioned2021-09-07T21:53:31Z
dc.date.available2021-09-07T21:53:31Z
dc.date.issued2003-04-01
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5511
dc.description.abstractThis study investigated the effects of visualization instruction on first graders' comprehension as shown in their retelling scores that preceded a running reading record. The premise of this study was based on the need to teach students how to actively engage in comprehending text while reading. Students in this study were taught the importance of visualization as it aids comprehension of text. Students were taught how to visualize stories with no print, stories with no illustrations, and stories with illustrations and print. Journals and story maps were utilized to increase visualization usage and retelling abilities. Students were given pre and post tests to identify their lise of visualization strategies and to measure the effects of this skill on their retelling scores. This experimental research was analyzed using a dependent 1 test to quantitatively determine the cause and effect relationship between the visualization scores and the retelling scores of the twenty-two first grade students that participated. The results of this study were statistically significant.
dc.subjectElementary Education
dc.subjectTeaching Literacy
dc.subjectReading Comprehension
dc.subjectVisualization Instruction
dc.titleThe Effects of Visualization Instruction on First Graders' Story Retelling
dc.typethesis
refterms.dateFOA2021-09-07T21:53:31Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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