The Visual Imagery Strategy
Author(s): Jean B. Schumaker, Donald D. Deshler, Alice Zemitzsch, and Michael M. Warner
Publication Info: University of Kansas, 1993
The Visual Imagery Strategy is a reading comprehension strategy for creating mental movies of narrative passages. Students visualize the scenery, characters, and action and describe the scenes to themselves as they read each sentence in a passage. Students use the strategy to improve their understanding and recall of specific facts and sequences.
In research studies, students showed average gains of 51 percentage points in reading comprehension of grade-level materials after they mastered the strategy.
Please note that professional development, coaching, and infrastructure support are essential components to effective implementation of SIM instructional tools and interventions. It is highly recommended that you work with a SIM professional developer. Please email email@example.com to learn more.
- Strategram Vol. 6, No. 6, August, 1994 Introducing The Visual Imagery Strategy
- Strategram Vol. 7, No. 5, May 1995: Visual Imagery Bookmark
- Strategram Vol. 10, No. 5, August 1998: Hands on Visual Imagery
- Strategram Vol. 11, No. 5, July 1999: Visual Imagery activity - Terry Slockett Freese
- Research on the Visual Imagery Strategy
- 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(3), 145-149. Two learning strategies, Visual Imagery and Self-Questioning, designed to increase reading comprehension were taught to six students with learning disabilities using a multiple baseline across strategies design on several outcome measures.
- Schumaker, J.B., Deshler, D.D., Woodruff, S.K., Hock, M.F., Bulgren, J.A., & Lenz, B.K. (2006). Reading strategy interventions: Can literacy outcomes be enhanced for at-risk adolescents? Teaching Exceptional Children, 38(3), 64-68. In two studies, students who learned reading strategies outperformed students who did not.