Spanish Language Arts.5.6.D

The student is expected to

create mental images to deepen understanding;

Artes del lenguaje y lectura en español.5.6.D

Se espera que el estudiante

cree imágenes mentales para profundizar la comprensión;

sla 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.

Lean una historia o poema en voz alta que incluya lenguaje sensorial, pero que no tenga otras imágenes que le acompañen. Luego, pídales a los estudiantes que hagan un dibujo y que lo discutan con algún compañero cercano. Pídales a los estudiantes que expliquen qué fue lo que los hizo realizar ese dibujo y que den evidencia del texto que apoye sus respuestas. Por ejemplo, los estudiantes podrían describir la imagen mental que les causó un poema acerca de la llegada de la primavera en un jardín. Los estudiantes deben ilustrar y discutir las imágenes que el texto les provoca y destacar las palabras que motivan la imagen mental.


Further Explanation

Esta evaluación requiere que los estudiantes usen su imaginación, junto con el lenguaje sensorial o las descripciones vívidas del texto, para visualizar eventos, personas o lugares. Los estudiantes deben entonces hacer un dibujo de la imagen que han visualizado e identificar las palabras que hicieron que surgiera la imagen en sus mentes.

When students create mental images, they should picture in their minds what they read, hear, or viewed in a text. Being able to create accurate mental images is a strong indicator that students understand what they are reading. Students create mental images by using the details related to the senses (e.g., how something sounds, feels, tastes, looks, and/or smells) to visualize what is being described.

Research

1. Boerma, I. E., Mole, S. E., & Jolles, J. (2016). Reading pictures for story comprehension requires mental imagery skills. Frontiers in Psychology, 7, 1630. doi:10.3389/fpsyg.2016.01630

Summary: In this study, researchers examined the influence of mental imagery on the reading comprehension of 150 fifth graders. The study was comprised of two control groups and one experimental group. The two control groups used either the full chapter with words only or with images only. The experimental group read a chapter from a book that alternated text blocks followed by one to two pages of images. The findings revealed that students with higher mental imagery skills outperformed those students with lower mental imagery skills. This suggests that texts and images should be integrated in order to increase students' reading comprehension.

2. De Koning, B. B., & van der Schoot, M. (2013). Becoming part of the story!: Refueling the interest in visualization strategies for reading comprehension. Educational Psychology Review, 25, 261–287.

Summary: This article includes different ways to use visualization to encourage readers to build their own visual representations of text. The authors discuss strategies considered best practices. Multiple visualization strategies are included. 

3. Davidson, M., & Berninger, V. (2016). Informative, compare and contrast, and persuasive essay composing of fifth and seventh graders: Not all essay writing is the same. Journal of Psychoeducation, 34(4), 311-–321.  doi:10.1177/0734282915604977

Summary: Middle schools students write three genres using background knowledge and graphic illustrations to enhance mental images and oral reading (listening comprehension). The results of the study suggest that students exhibited considerable difference between the genre, writing quality, organizational skills, and length. The study provides an overview of approaches that support students to write in multiple genres. Importance is placed on assessing genres.