Date of Award

Spring 2003

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

Abstract

This 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.

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