Becoming Part of the Story! Refueling the Interest in Visualization Strategies for Reading Comprehension

Educational Psychology Review

Volumn 25, Issue 2, 2013, Pages 261-287

  de Koning, Björn B ^a   van der Schoot, Menno ^a  

^a VU UNIVERSITY AMSTERDAM   (Netherlands)

Author keywords

Embodied cognition; Reading comprehension; Situation model theory; Visualization

Indexed keywords

EID: 84878108914     PISSN: 1040726X     EISSN: 1573336X     Source Type: Journal    
DOI: 10.1007/s10648-013-9222-6     Document Type: Review

References (103)

1. Ainsworth, S., Prain, V., & Tytler, R. (2011). Drawing to learn in science. Science, 333, 1096-1097. doi: 10. 1126/science. 1204153.
2. Algozzine, B., & Douville, P. (2004). Use mental imagery across the curriculum. Preventing School Failure: Alternative Education for Children and Youth, 49, 36-39. doi: 10. 3200/PSFL. 49. 1. 36.
3. Anderson, R. C., & Kulhavy, R. W. (1972). Learning concepts from definitions. American Educational Research Journal, 9, 385-390.
4. Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (pp. 255-291). New York: Longman.
5. Ayres, P., Marcus, N., Chan, C., & Qian, N. (2009). Learning hand manipulative tasks: when instructional animations are superior to equivalent static representations. Computers in Human Behavior, 25, 348-353. doi: 10. 1016/j. chb. 2008. 12. 013.
6. Baddeley, A. D. (2000). The episodic buffer: a new component of working memory? Trends in Cognitive Science, 4, 417-423. doi: 10. 1016/S1364-6613(00)01538-2.
7. Barsalou, L. W. (1999). Perceptual symbol systems. The Behavioral and Brain Sciences, 22, 577-660.
8. Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59, 617-645. doi: 10. 1146/annurev. psych. 59. 103006. 093639.
9. Bos, L., Boerma, I., De Koning, B., & van der Schoot, M. (2013). Maak van lezen een belevenis. Didaktief, 1, 52-53.
10. Bourduin, B. J., Bourduin, C. M., & Manley, C. M. (1993). The use of imagery training to improve reading comprehension of second graders. Journal of Genetic Psychology, 155, 115-118. doi: 10. 1080/00221325. 1994. 9914764.
11. Center, Y., Freeman, L., Robertson, G., & Outhred, L. (1999). The effect of visual imagery training on the reading and listening comprehension of low listening comprehenders in year 2. Journal of Research in Reading, 22, 241-256. doi: 10. 1111/1467-9817. 00088.
12. Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3, 149-210. doi: 10. 1007/BF01320076.
13. Clark, F. L., Deshler, D. D., Schumaker, J. B., Alley, G. R., & Warner, M. M. (1984). Visual imagery and self-questioning: strategies to improve comprehension of written material. Journal of Learning Disabilities, 17, 145-149. doi: 10. 1177/002221948401700304.
14. Cramer, E. H. (1980). Mental imagery, reading attitude and comprehension. Reading Improvement, 17, 135-139.
15. De Koning, B. B., & Tabbers, H. K. (2011). Facilitating understanding of non-human movements in dynamic visualizations: An embodied perspective. Educational Psychology Review, 23, 501-521.
16. Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991). Moving from the old to the new: research on reading comprehension instruction. Review of Educational Research, 61, 239-264. doi: 10. 3102/00346543061002239.
17. Douville, P. (1998). Bringing text to life: The effects of a multi-sensory imagery strategy on fifth-graders prose processing. Research report presented at the 43rd Annual Meeting of the International Reading Association, Orlando, FL.
18. Douville, P., & Boone, E. (2003). Scaffolding mental imagery with elementary, readers. Paper presented at the North Carolina Reading Association 34th Annual Conference, Greensboro, NC.
19. Fischer, M. H., & Zwaan, R. A. (2008). The role of the motor system in language comprehension. Quarterly Journal of Experimental Psychology, 61, 825-850. doi: 10. 1080/17470210701623605.
20. Flavell, J. H. (1970). The development of mediated memory. In H. W. Reese & L. P. Lipsitt (Eds.), Advances in child development and behavior (Vol. 5). New York: Academic.
21. Gambrell, L. B. (1982). Induced mental imagery and the text prediction performance of first and third graders. In J. A. Niles & L. A. Harris (Eds.), New inquiries in reading research and instruction. Thirty-first yearbook of the National Reading Conference (pp. 131-135). Rochester: National Reading Conference.
22. Gambrell, L. B., & Bales, R. J. (1986). Mental imagery and the comprehension monitoring performance of fourth- and fifth-grade poor readers. Reading Research Quarterly, 21, 454-464. doi: 10. 2307/747616.
23. Gambrell, L. B., & Jawitz, P. B. (1993). Mental imagery, text illustrations, and children's story comprehension and recall. Reading Research Quarterly, 28, 264-276. doi: 10. 2307/747998.
24. Gambrell, L. B., Koskinen, P. S., & Cole, J. N. (1980). The effects of induced mental imagery upon comprehension: A comparison of written versus oral presentation. Paper presented at the 30th Annual Meeting of the National Reading Conference, San Diego, CA.
25. Glenberg, A. M. (1997). What memory is for. The Behavioral and Brain Sciences, 20, 1-55.
26. Glenberg, A. M. (2007). Language and action: creating sensible combinations of ideas. In G. Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 361-370). Oxford: Oxford University Press.
27. Glenberg, A. (2010). Embodiment as a unifying perspective for psychology. Wiley Interdisciplinary Reviews: Cognitive Science, 1, 586-596. doi: 10. 1002/wcs. 55.
28. Glenberg, A. M. (2011). How reading comprehension is embodied and why that matters. International Electronic Journal of Elementary Education, 4, 5-18.
29. Glenberg, A. M., & Kaschak, M. P. (2002). Grounding language in action. Psychonomic Bulletin and Review, 9, 558-565.
30. Glenberg, A. M., Meyer, M., & Lindem, K. (1987). Mental models contribute to foregrounding during text comprehension. Journal of Memory and Language, 26, 69-83. doi: 10. 1016/0749-596X(87)90063-5.
31. Glenberg, A. M., Gutierrez, T., Levin, J. R., Japuntich, S., & Kaschak, M. P. (2004). Activity and imagined activity can enhance young children's reading comprehension. Journal of Educational Psychology, 96, 424-436. doi: 10. 1037/0022-0663. 96. 3. 424.
32. Glenberg, A. M., Brown, M., & Levin, J. R. (2007). Enhancing comprehension in small reading groups using a manipulation strategy. Contemporary Educational Psychology, 32, 389-399. doi: 10. 1016/j. cedpsych. 2006. 03. 001.
33. Glenberg, A. M., Goldberg, A., & Zhu, X. (2011a). Improving early reading comprehension using embodied CAI. Instructional Science, 39, 27-39. doi: 10. 1007/s11251-009-9096-7.
34. Glenberg, A., Willford, J., Gibson, B., Goldberg, A., & Zhu, X. (2011b). Improving reading to improve math. Scientific Studies of Reading, 16, 316-340. doi: 10. 1080/10888438. 2011. 564245.
35. Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, 371-395. doi: 10. 1037/0033-295X. 101. 3. 371.
36. Greene, T. R. (1989). Children's understanding of class inclusion hierarchies: the relationship between external representation and task performance. Journal of Experimental Child Psychology, 48, 62-89. doi: 10. 1016/0022-0965(89)90041-6.
37. Gunston-Parks, C. A. (1985). Effects of imagery ability and text bound guided imagery on comprehension by low readers (spatial forms perception). Dissertation, Arizona State University.
38. Hayes, D. A., & Readence, J. E. (1982). Effects of cued attention to illustrations in texts. In J. A. Niles & L. A. Harris (Eds.), New inquiries in reading research and instruction (pp. 60-63). Rochester: The National Reading Conference.
39. Hibbing, A. N., & Rankin-Erickson, J. L. (2003). A picture is worth a thousand words: using visual images to improve comprehension for middle school struggling readers. The Reading Teacher, 56, 758-771.
40. Holt, L. E., & Beilock, S. L. (2006). Expertise and its embodiment: examining the impact of sensorimotor skill expertise on the representation of action-related text. Psychonomic Bulletin and Review, 13, 694-701. doi: 10. 3758/BF03193983.
41. Johnson-Glenberg, M. C. (2000). Training reading comprehension in adequate decoders/poor comprehenders: verbal vs visual strategies. Journal of Educational Psychology, 92, 772-782. doi: 10. 1037//O022-O663. 92. 4. 772.
42. Johnson-Glenberg, M. C. (2005). Web-based training of metacognitive strategies for text comprehension: focus on poor comprehenders. Reading and Writing, 18, 755-786. doi: 10. 1007/s11145-005-0956-5.
43. Kintsch, W. (1988). The role of knowledge in discourse comprehension: a construction integration model. Psychological Review, 95, 163-182.
44. Kintsch, W. (1998). Comprehension: a paradigm for cognition. Cambridge: Cambridge University Press.
45. Koskinen, P. S., & Gambrell, L. B. (1980). The effects of an induced visual imagery strategy upon the reading comprehension of below average readers. In M. Kamil & A. Moe (Eds.), Perspectives on reading research and instruction (pp. 22-27). Rochester: National Reading Conference.
46. LaBerge, D., & Samuels, J. (1974). Towards a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323. doi: 10. 1016/0010-0285(74)90015-2.
47. Larkin, J., & Simon, H. (1987). Why a diagram is (sometimes) worth ten thousand words. Cognitive Science, 11, 65-99. doi: 10. 1016/S0364-0213(87)80026-5.
48. Leopold, C., & Leutner, D. (2012). Science text comprehension: drawing, main idea selection, and summarizing as learning strategies. Learning and Instruction, 22, 16-26. doi: 10. 1016/j. learninstruc. 2011. 05. 005.
49. Lesgold, A. M., Levin, J. R., Shimron, J., & Guttman, J. (1975). Pictures and young children's learning from oral prose. Journal of Educational Psychology, 67, 636-642. doi: 10. 1037/0022-0663. 67. 5. 636.
50. Lesgold, A. M., DeGood, H., & Levin, J. R. (1977). Pictures and young children's prose learning: a supplementary report. Journal of Reading Behavior, 9, 353-360. doi: 10. 1080/10862967709547240.
51. Leutner, D., Leopold, C., & Sumfleth, E. (2009). Cognitive load and science text comprehension: effects of drawing and mentally imagining text content. Computers in Human Behavior, 25, 284-289. doi: 10. 1016/j. chb. 2008. 12. 010.
52. Levin, J. R., & Pressley, M. (1981). Improving children's prose comprehension: selected strategies that seem to succeed. In C. M. Santa & B. L. Hayes (Eds.), Children's prose comprehension: research and practice (pp. 44-71). Newark: International Reading Association.
53. Liang, L. A., & Dole, J. A. (2006). Help with teaching reading comprehension: comprehension instructional frameworks. The Reading Teacher, 59, 742-753. doi: 10. 1598/RT. 59. 8. 2.
54. Long, S. A., Winograd, P. N., & Bridge, C. A. (1989). The effects of reader and text characteristics on imagery reported during and after reading. Reading Research Quarterly, 24, 353-372.
55. Maher, J. H., & Sullivan, H. (1982). Effects of mental imagery and oral and print stimuli on prose learning of intermediate grade children. Educational Communication and Technology Journal, 30, 175-183. doi: 10. 1007/BF02766598.
56. Marley, S. C., Levin, J. R., & Glenberg, A. M. (2007). Improving Native American children's listening comprehension through concrete representations. Contemporary Educational Psychology, 32, 537-550. doi: 10. 1016/j. cedpsych. 2007. 03. 003.
57. Marley, S. C., Levin, J. R., & Glenberg, A. M. (2010). What cognitive benefits do dynamic visual representations of a narrative text afford young Native American readers? The Journal of Experimental Education, 78, 395-417. doi: 10. 1080/00220970903548061.
58. Marley, S. C., Szabo, Z., Levin, J. R., & Glenberg, A. M. (2011). Investigation of an activity-based text-processing strategy in mixed-age child dyads. The Journal of Experimental Education, 79, 340-360. doi: 10. 1080/00220973. 2010. 483697.
59. Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press.
60. Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York: Cambridge University Press.
61. McCallum, R. D., & Moore, S. (1999). Not all imagery is created equal: the role of imagery in the comprehension of main ideas in exposition. Journal of Reading Psychology, 20, 21-60. doi: 10. 1080/027027199278493.
62. McNamara, D. S., Ozuru, Y., Best, R., & O'Reilly, T. (2007). The 4-pronged comprehension strategy framework. In D. S. McNamara (Ed.), Reading comprehension strategies: theories, interventions, and technologies (pp. 465-496). Mahwah: Erlbaum.
63. Moore, P. J., & Kirby, J. R. (1988). Comprehension training and reading performance. Reading, 22, 126-136. doi: 10. 1111/j. 1467-9345. 1988. tb00665. x.
64. National Center for Education Statistics. (2010). The Nation's report card. Reading 2010: National Assessment of Educational Progress at Grades 4 and 8. Washington, DC: Government Printing Office.
65. Oakhill, J., & Patel, S. (1991). Can imagery training help children who have comprehension problems? Journal of Research in Reading, 14, 106-115. doi: 10. 1111/j. 1467-9817. 1991. tb00012. x.
66. Palinscar, A. S., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175. doi: 10. 1207/s1532690xci0102_1.
67. National Reading Panel. (2000). Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH publication no. 00-4754). Washington, DC: National Institute of Child Health and Human Development.
68. Perfetti, C. A. (1985). Reading ability. Oxford: Oxford University Press.
69. Periodic Survey of Educational Level. (2007). Balans over leesstrategieën in het primair onderwijs. Arnhem: Cito.
70. Peters, E. E., & Levin, J. R. (1986). Effects of a mnemonic imagery strategy on good and poor readers' prose recall. Reading Research Quarterly, 21, 179-192. doi: 10. 2307/747844.
71. Postma, A., & Barsalou, L. W. (2009). Spatial working memory an imagery: from eye movements to grounded cognition. Acta Psychologica, 132, 103-105. doi: 10. 1016/j. actpsy. 2009. 07. 006.
72. Pressley, M. (1976). Mental imagery helps eight-year-olds remember what they read. Journal of Educational Psychology, 68, 355-359.
73. Pressley, M., & Allington, R. L. (1999). What should educational research be the research of? Issues in Education: Contributions from Educational Psychology, 5, 1-35.
74. Pulvermuller, F. (2005). Brain mechanisms linking language and action. Nature Reviews Neuroscience, 6, 576-582. doi: 10. 1038/nrn1706.
75. Rapp, D. N., & Kurby, C. A. (2008). The 'ins' and 'outs' of learning: internal representations and external visualizations. In J. K. Gilbert, M. Reiner, & M. Nakhleh (Eds.), Visualization: theory and practice in science education (pp. 29-52). UK: Springer.
76. Rizzolatti, G., & Craighero, L. (2004). The mirror-neuron system. Annual Review of Neuroscience, 27, 169-192. doi: 10. 1146/annurev. neuro. 27. 070203. 144230.
77. Rose, M. C., Cundick, B. P., & Higbee, K. L. (1983). Verbal rehearsal and visual imagery: mnemonic aids for learning-disabled children. Journal of Learning Disabilities, 16, 352-354. doi: 10. 1177/002221948301600610.
78. Rose, D. S., Parks, M., Androes, K., & McMahon, S. D. (2000). Imagery-based learning: improving elementary students' reading comprehension with drama techniques. The Journal of Educational Research, 94, 55-64. doi: 10. 1080/00220670009598742.
79. Rubman, C. N., & Waters, H. S. (2000). A, B seeing: the role of reconstructive processes in children's comprehension monitoring. Journal of Educational Psychology, 92, 503-514. doi: 10. 1O3WTO22-O663. 92. 3. 5O3.
80. Sadoski, M., & Paivio, A. (2001). Imagery and text: a dual coding theory of leading and writing. Mahwah: Erlbaum.
81. Sadoski, M., & Paivio, A. (2004). A dual coding theoretical model of reading. In R. R. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1329-1362). Newark: International Reading Association.
82. Sadoski, M., & Paivio, A. (2007). Toward a unified theory of reading. Scientific Studies of Reading, 11, 337-356. doi: 10. 1080/10888430701530714.
83. Schwamborn, A., Mayer, R. E., Thillmann, H., Leopold, C., & Leutner, D. (2010). Drawing as a generative activity and drawing as a prognostic activity. Journal of Educational Psychology, 102, 872-879. doi: 10. 1037/a0019640.
84. Sheehan, P. W. (1972). The function and nature of imagery. New York: Academic.
85. Shriberg, L. K., Levin, J. R., McCormick, C. B., & Pressley, M. P. (1982). Learning about "famous" people via the keyword method. Journal of Educational Psychology, 74, 238-247. doi: 10. 1037/0022-0663. 74. 2. 238.
86. Snow, C. E. (2002). Reading for understanding: toward a research and development program in reading comprehension. Santa Monica: Office of Education Research and Improvement (OERI), Science and Technology policy institute, RAND Reading Study Group, RAND Corporation.
87. Snowman, J., & Cunningham, D. J. (1975). A comparison of pictorial and written adjunct aids in learning from text. Journal of Educational Psychology, 67, 307-311. doi: 10. 1037/h0076934.
88. Stanfield, R. A., & Zwaan, R. A. (2001). The effect of implied orientation derived from verbal context on picture recognition. Psychological Science, 12, 153-156.
89. Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71. doi: 10. 2307/747348.
90. Stoeldraaijer, J., & Vernooij, K. (2007). Geen begrijpend lezen in groep 4?! Analyse van 5 methoden. Basisschool Management, 21, 10-16.
91. Trabasso, T., & Bouchard, E. (2002). Teaching readers how to comprehend text strategically. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: research-based best practices (pp. 176-200). New York: The Guilford.
92. van de Ven, A. H. F. M. (2009). Actief lezen: zie, voel en (be)grijp de tekstHet belang van het oproepen van mentale beelden en zintuiglijke gewaarwordingen bij tekstbegrip. Tijdschrift voor Orthopedagogiek, 48, 451-461.
93. van den Broek, P. W. (2010). Using texts in science education: cognitive processes and knowledge representation. Science, 328, 453-456. doi: 10. 1126/science. 1182594.
94. van Meter, P. (2001). Drawing construction as a strategy for learning from text. Journal of Educational Psychology, 93, 129-140. doi: 10. 1037//0022-0663. 93. 1. 129.
95. van Meter, P., & Garner, J. (2005). The promise and practice of learner-generated drawing: literature review and synthesis. Educational Psychology Review, 17, 285-325. doi: 10. 1007/s10648-005-8136-3.
96. van Meter, P., Aleksic, M., Schwartz, A., & Garner, J. (2006). Learner-generated drawing as a strategy for learning from content area text. Contemporary Educational Psychology, 31, 142-166. doi: 10. 1016/j. cedpsych. 2005. 04. 001.
97. Warner, M. M. (1977). Teaching learning-disabled junior high students to use visual imagery as a strategy for facilitating recall of reading passages. Doctoral dissertation. Kansas: University of Kansas.
98. Wassenburg, S. I., De Koning, B. B., De Vries, M., Boonstra, M., & van der Schoot (2013). Visual imagery in word and sentence processing. Paper presented at the Meeting of the Society for Text and Discourse Processing, Valencia, Spain.
99. Zimmerman, S., & Hutchins, C. (2003). Seven keys to comprehension: how to help your kids read it and get it! New York: Three Rivers.
100. Zwaan, R. A. (1999). Embodied cognition, perceptual symbols, and situation models. Discourse Processes, 28, 81-88. doi: 10. 1080/01638539909545070.
101. Zwaan, R. A., & Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 123, 162-185. doi: 10. 1037/0033-2909. 123. 2. 162.
102. Zwaan, R. A., Langston, M. C., & Graesser, A. C. (1995). The construction of situation models in narrative comprehension: an event-indexing model. Psychological Science, 6, 292-297. doi: 10. 1111/j. 1467-9280. 1995. tb00513. x.
103. Zwaan, R. A., Stanfield, R. A., & Yaxley, R. H. (2002). Language comprehenders mentally represent the shapes of objects. Psychological Science, 13, 168-171. doi: 10. 1111/1467-9280. 00430.