• Gary Woolley


Thinking processes not only involve the encoding of verbal information but they also use visual imaginable material as well. Visualisation is a powerful memory device that can also be used to improve reading comprehension. This chapter develops the notion that the technique of visualising story content while reading is a very powerful thinking tool that can, if used appropriately, economise on the limited capacity of working memory and free up valuable cognitive space to enable more efficient reading comprehension. When readers construct mental images during reading it enables them to form strong links with personal meanings and develop deeper levels of reading engagement. This is particularly effective in an environment that promotes student discussion because it also facilitates the linking of both visually and verbally encoded information. It follows that children will be more engaged in the reading process when they use visual imagery because it relies on prior experiences to construct mental pictures. As a result, reading comprehension will more likely to be motivating because it incorporates personal and emotional associations that are part of the individual’s unique world of experiences.


Reading Comprehension Mental Image Mental Imagery Visual Imagery Mental Picture 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.School of Education and Professional StudiesGriffith UniversityBrisbaneAustralia

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