Mental Imagery and the Comprehension-Monitoring Performance of Fourth- and Fifth-Grade Poor Readers.

Gambrell, Linda B.|Bales, Ruby J.

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Peer reviewed

ERIC Number: EJ343643

Record Type: Journal

Publication Date: 1986

Pages: N/A

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Mental Imagery and the Comprehension-Monitoring Performance of Fourth- and Fifth-Grade Poor Readers.

Gambrell, Linda B.; Bales, Ruby J.

Reading Research Quarterly, v21 n4 p454-64 Fall 1986

Reports a study indicating that students who received instructions to induce mental imagery identified both explicit and implicit inconsistencies in text significantly more often than did those in a control group, supporting the use of mental imagery as a comprehension-monitoring strategy. (HTH)

Descriptors: Elementary Education, Grade 4, Grade 5, Intermediate Grades, Metacognition, Reading Comprehension, Reading Processes, Reading Research, Reading Strategies

Publication Type: Journal Articles; Reference Materials - Directories/Catalogs

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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