RETURN TO SEARCH RESULTS
Visualization: Using Mental Images to Strengthen Comprehension
Author(s): Linda Zeigler, Jerry Johns
Edition: 1
Copyright: 2005
Pages: 232
CHOOSE FORMAT
Visualization has not been a common word in most classroom reading programs. In recent years, however, the impact of visualization on student comprehension has gained greater awareness among reading educators. This compact, easy-to-use book helps teachers understand visualization and how to apply the strategies in their classrooms.
Includes 57 lessons arranged within 13 goals, assessments for the goals, and rubrics to score the assessments. Also contains links to literature questions and cues to use with students.
Visualization, by Linda L. Zeigler and Jerry L. Johns, is intended to help classroom teachers, reading specialists, and other professionals who are involved in creating and delivering high-quality reading instruction to students. The book can be used for staff development programs and as a supplemental in a wide variety of reading courses at colleges and universities.
Foreword
Preface
About the Authors
Acknowledgments
Visualization Overview
STAGE 1 REALIZING
Overview
Goal 1: To help students realize that they use visualization to remember images or experiences from their lives.
Lessons 1: It's Your Life
2: What's in the Box?
3: Picture This
4: Own the Object
Reinforcing Goal 1
Linking Literature
Using Questions and Cues
Assessment for Goal 1
Rubric to Score the Assessment for Goal 1
Samples of Student Assessment Results
Goal 2: To help students realize that mental images are created by imagination and prior knowledge.
Lessons 1: Stimulating the Imagination
2: Bubble Experiences
3: Let's Pretend
4: You Can Imagine
Reinforcing Goal 2
Linking Literature
Using Questions and Cues
Assessment for Goal 2
Rubric to Score the Assessment for Goal 2
Samples of Student Assessment Results
Goal 3: To help students realize that mental images can be created while listening or reading.
Lessons 1: Picture Power
2: Who Said That?
3: See the Setting
4: Hear It, See It
Reinforcing Goal 3
Linking Literature
Using Questions and Cues
Assessment for Goal 3
Rubric to Score the Assessment for Goal 3
Samples of Student Assessment Results
STAGE 2 UNDERSTANDING
Overview
Goal 4: To help students understand that images move and change during reading.
Lessons 1: Change It Up
2: Past/Present/Future
3: Act It Out
4: Setting Changes
5: Divide and Conquer
6: Stop and Draw
Reinforcing Goal 4
Linking Literature
Using Questions and Cues
Assessment for Goal 4
Rubric to Score the Assessment for Goal 4
Samples of Student Assessment Results
Goal 5: To help students form mental images in greater detail.
Lessons 1: In the Beginning
2: Look and Touch
3: Rock On
4: Similar Details
5: See the Sentence
Reinforcing Goal 5
Linking Literature
Using Questions and Cues
Assessment for Goal 5
Rubric to Score the Assessment for Goal 5
Samples of Student Assessment Results
Goal 6: To help students use all five senses to create images.
Lessons 1: Discover the Senses
2: Connecting the Senses to Text
3: Sense Cards
4: Sense Cards and Inference
Reinforcing Goal 6
Linking Literature
Using Questions and Cues
Assessment for Goal 6
Rubric to Score the Assessment for Goal 6
Samples of Student Assessment Results
Goal 7: To help students identify and use eight basic emotions to remember
images.
Lessons 1: Guess the Emotions
2: Find the Feeling
3: Emotion Continuums
4: Spot the Feeling Words
5: Remember When
Reinforcing Goal 7
Linking Literature
Using Questions and Cues
Assessment for Goal 7
Rubric to Score the Assessment for Goal 7
Samples of Student Assessment Results
Goal 8: To help students understand that images must be created to match the text, rather than over-relying on their prior knowledge.
Lessons 1: It Must Match
2: Confusion
3: What You Know May Not Go
Reinforcing Goal 8
Linking Literature
Using Questions and Cues
Assessment for Goal 8
Rubric to Score the Assessment for Goal 8
Samples of Student Assessment Results
Goal 9: To help students understand that imaging varies for narrative, informational, and other text structures.
Lessons 1: Understanding the Parts of a Narrative
2: Connecting the Parts of a Narrative
3: Movie Time
4: Parts of Informational Text
5: Documentary Time
6: Parts of Technical Text
7: Parts of Persuasive Text
Reinforcing Goal 9
Linking Literature
Using Questions and Cues
Assessment for Goal 9
Rubric to Score the Assessment for Goal 9
SAMPLES OF STUDENT ASSESSMENT RESULTS
STAGE 3 APPLYING
Overview
Goal 10: To help students use visual images as a foundation to help them predict, draw conclusions, infer, and evaluate text.
Lessons 1: Put the Clues Together
2: What Do You Think?
3: Why Laugh?
4: Predict Differently
5: Questions and Answers
Reinforcing Goal 10
Linking Literature
Using Questions and Cues
Goal 11: To help students use visualization as a strategy to enhance learning throughout the curriculum.
Lessons 1: Visualize for Writing
2: Visualize for Art
3: Visualize for Social Studies
4: Visualize for Math
5: Visualize for Science
Reinforcing Goal 11
Linking Literature
Using Questions and Cues
Goal 12: To help students use visual imagery with figurative language and analogies to better understand a process or a new concept.
Lessons 1: Making Heads or Tails Out of Idioms
2: Personification Intrigues the Imagination
3: Similes and Metaphors Are Images
4: Analogies Promote Higher-Level Thinking
5: A Sandwich?
Reinforcing Goal 12
Linking Literature
Using Questions and Cues
Goal 13: To help students use visualization to envision, dream, or imagine new thoughts and ideas.
Lessons 1: Invention through Imagination
2: Reflect to Connect
3: Visual Freedom and Creativity
Reinforcing Goal 13
Linking Literature
Using Questions and Cues
Assessment for the Application Stage
Rubric to Score the Application Stage
Samples of Student Assessment Results
References
Index
Linda Zeigler
Linda L. Zeigler is currently an elementary principal at Quinter Elementary for Quinter Public Schools. She brings twenty-five years of teaching experience in public schools. Linda taught prereading to preschoolers and reading to kindergarten through sixth-grade students. As an adjunct faculty member for Fort Hays State University (FHSU) in Hays, Kansas, she taught both undergraduate and graduate courses in reading. Linda has presented at state, regional, and international reading conferences. She has helped a number of schools as a reading consultant and has presented numerous reading inservices in several states. She serves on the editorial board for the Kansas Reading Journal. Linda has teamed on state-level committees to help advance reading assessment and instruction in the state of Kansas. She has worked with Jerry Johns to develop One Reader at a Time, which rates a student's reading performance using rubrics and continuums. This management notebook and computer program uses the Basic Reading Inventory as the assessment tool to find each student's strengths and areas of concern. Research using this reading inventory and the analysis program demonstrated the need for students to be intentionally taught to use the strategy of visualization, which planted the seeds for Visualization: Using Mental Images to Strengthen Comprehension. Enhancing Writing through Visualization, is a result of discovering how visualization builds a valuable reading/writing connection to improve literacy skills.
Jerry Johns
Jerry L. Johns, Distinguished Teaching Professor Emeritus at Northern Illinois University, served as president of International Reading Association during 2002-2003. He has been recognized as a distinguished professor, writer, and outstanding teacher educator. He taught students from kindergarten through college and now serves as a consultant and speaker to schools and professional organizations. Jerry is a past president of Illinois Reading Council, College Reading Association, and Northern Illinois Reading Council. He has received recognition for outstanding service to each of these professional organizations and is a member of the Illinois Reading Council Hall of Fame. Jerry has served on numerous committees of the International Reading Association and was a member of the Board of Directors. He has also received the Outstanding Teacher Educator in Reading award from the International Reading Association, the Champion of Children Award from the HOSTS corporation, and the Laureate Award from the College Reading Association (CRA) for significant contributions to CRA and the field of reading and reading instruction. Jerry has been invited to consult, conduct workshops, and make presentations for teachers and professional groups throughout the United States and in seven countries. He has also prepared over twenty books and related resources that have been useful to a diverse group of educators. His Basic Reading Inventory is widely used in undergraduate and graduate classes, as well as by practicing teachers. Jerry recently coauthored the fourth edition of Improving Reading: Strategies and Resources. Other recent titles include the third edition of Fluency: Strategies & Assessments, Comprehension and Vocabulary Strategies for the Elementary Grades, Reading and Learning Strategies: Middle Grades through High School, and Strategies for Content Area Learning, and Visualization: Using Mental Images to Strengthen Comprehension.