Sie befinden Sich nicht im Netzwerk der Universität Paderborn. Der Zugriff auf elektronische Ressourcen ist gegebenenfalls nur via VPN oder Shibboleth (DFN-AAI) möglich. mehr Informationen...
Reading Comprehension and Attitude of High and Low Imagers: A Comparison
Erscheinungsjahr
1981
Link zum Volltext
Beschreibungen/Notizen
Thirty eleventh-grade students were the subjects of a study to determine whether a person reporting a high degree of mental imagery in reading would also score well on comprehension tests and report a positive attitude toward reading. Subjects were first given the Estes Reading Attitude Scale, the results of which indicated no significant differences between the subjects' attitudes toward reading and those of their nonsubject classmates. Three days later, the subjects read two prose passages, one of a high image-evoking nature, the other low image-evoking. Comprehension was assessed by means of a short answer test with literal-recall and inferential questions, and by a modified cloze test. A visual-recall task was also given, following a brief questionnaire in which the subjects stated whether or not they had experienced mental imaging during the prose comprehension task, how much, which passages were easier and whether or not they liked to read. The results of the comprehension tests and the questionnaire indicated that in every case high imagery students performed at the highest level, moderate imagery students at a middle level, and low imagery students at the lowest level on both of the prose comprehension tasks and on the visual-recall task. Surprisingly, the moderate imagery subjects had the lowest mean score on the attitude test. The results supported the idea that mental imagery is related to comprehension as well as to attitude. (HTH)