Students will likely differ in their descriptions of the scene. All these gifts were for her! She had never seen so many packages, not even on all her birthdays combined!Īfter listening to or reading the sentences once or twice, students can discuss the mental images created by the sentences. For instance, the following sentences could be used to spark discussions: To begin a series of lessons that will focus on improving visualizing skills, you might choose to start with a short passage taken from a text or of your own creation. It is not necessary to start with an entire book-even a well-crafted sentence or short paragraph can provide a rich springboard for a visualizing lesson. When selecting a text for a visualizing activity, start with a piece that contains descriptive language and strong verbs and that lends itself to conjuring vivid images. Visualizing is a skill that can be helpful in many domains, and while it is often associated with teaching early readers, even experienced readers can benefit from practice with this skill. This makes for a more meaningful reading experience and promotes continued reading. Readers who can imagine the characters they read about, for instance, may become more involved with what they are reading. Visualizing text as it is being read or heard also creates personal links between the readers/listeners and text. Students who visualize as they read not only have a richer reading experience but can recall what they have read for longer periods of time. As students gain more deliberate practice with this skill, the act of visualizing text becomes automatic. Visualizing strengthens reading comprehension skills as students gain a more thorough understanding of the text they are reading by consciously using the words to create mental images. It is one of many skills that makes reading comprehension possible. Visualizing refers to our ability to create pictures in our heads based on text we read or words we hear.
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