Reported use of imagery strategy in reading comprehension instruction

Abstract

Scope and Method of Study: The purpose of this mixed methods study was to determine what elementary and middle school teachers across the United States believe about imagery instruction, the extent to which they use the imagery strategy, and what factors influence their imagery use. Sixty-seven respondents returned online surveys, and four persons were interviewed. Descriptive statistics, Pearson Coefficient Correlations, and narrative were used to analyze and report data.

Findings and Conclusions: Teachers in this study believe that formation of images in readers' minds strengthens comprehension and helps them connect with their background knowledge. Teachers in this study also believe in the importance of choosing text that evokes images. Teachers reported using basic visualization often, but explicit imagery techniques were reportedly taught much less frequently. Teachers reported using the term visualization rather than the term imagery. Reported reasons for not using imagery included lack of knowledge and lack of time. Imagery use was also influenced by reading philosophy. Teachers with a constructivist philosophy appear to value imagery more than teachers with a more conservative philosophy. Most teachers want to learn more about imagery techniques.