English Language Arts and Reading.3.6.D

Previous Next
The student is expected to

create mental images to deepen understanding;

comprehension TEKS talk image

Knowledge and Skills Statement

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

Following self-sustained reading, task students with drawing a picture depicting an event or detail they read in the text. Then, during one-on-one conferencing, have students share their illustrations. Pose questions that will support comprehension such as “What words in the text helped you create the mental image?”

Further Explanation

This assessment example requires students to picture in their minds what they have read in a text and then illustrate what they see. Students must use the details related to the senses (i.e., what something sounds, feels, tastes, looks, and/or smells like) to visualize what is being described. Being able to create accurate mental images is a strong indicator that students understand what they have read. Observation of illustrations will help a teacher determine the level of proficiency each student has reached.

When students create mental images, they picture in their minds what they are hearing or reading in a text. Being able to produce accurate mental images is a strong indicator that students comprehend what they are reading. Students create mental images by using the details related to the senses (i.e., what something sounds, feels, tastes, looks, and/or smells like) to visualize what is being described.

Research

1. Droop, M., Elsäcker, W. V., Voeten, M. J., & Verhoeven, L. (2015). Long-Term Effects of Strategic Reading Instruction in the Intermediate Elementary Grades. Journal of Research on Educational Effectiveness, 9(1), 77–102. doi:10.1080/19345747.2015.1065528

Summary: The findings of this research suggest that third and fourth grade students should first attain and enhance their knowledge of reading strategies through teacher modeling. Then, they should learn how reading strategies are used and verbalized. After these steps, students can learn to apply this knowledge when reading. The more often a student uses the strategies, the more internalized the strategies become.

2. Barbe-Clevett, T., Hanley, N., & Sullivan, P. (2002). Improving reading comprehension through metacognitive reflection. (Master theses,Saint Xavier University).
Retrieved from https://eric.ed.gov/?id=ED471067

Summary: This research reports on a plan for increasing 6th grade students' reflection and comprehension skills. The reflective process was developed through four interrelated activities taught in a specific sequence. Post-intervention data shows an increased in reading skills along with an increased emotional involvement in reading.