scholarly journals Reading is Seeing: Using Visual Response to Improve the Literary Reading of Reluctant Readers

1995 ◽  
Vol 27 (4) ◽  
pp. 467-503 ◽  
Author(s):  
Jeffrey D. Wilhelm
Keyword(s):  
Visual Art ◽  
Classroom Community ◽  
Learning Disabled ◽  
Visual Response ◽  
Literary Reading ◽  
Illustrated Books ◽  
Before And After ◽  
Disabled Readers ◽  
Ethnographic Analysis ◽  
Literary Experience

This study compared the responses of two highly reluctant learning-disabled readers before and after they were helped to visualize story situations and events through visual art. These visual art procedures included the reading of illustrated books, the use of visual protocols, and the creation of symbolic story representations, illustrated books, collages, and picture maps regarding their reading. Data gathered from the students were subjected to ethnographic analysis, including preliminary and systematic domain searches, to reveal codes and themes. Data revealed that the use of visual art helped these two readers to begin enjoying reading, and to begin evoking and manipulating story worlds in their minds. The treatments encouraged the students not only to “see” what they were reading, but also to make other response moves involving emotional affect, connecting their own life to the literary experience, and the consideration of significance. Most importantly, perhaps, these students began to participate in the classroom community through their artwork.

A Hierarchy of “Confusable” High-Frequency Words in Isolation and Context

1981 ◽  
Vol 4 (2) ◽  
pp. 131-138 ◽  
Author(s):  
Veronica K. Krieger
Keyword(s):  
High Frequency ◽  
Rank Correlation ◽  
Learning Disabled ◽  
Sight Words ◽  
Spearman Rank Correlation ◽  
School Settings ◽  
Isolated Word ◽  
Disabled Readers ◽  
Target Words ◽  
High Frequency Words

This study assessed the degree to which disabled readers commonly and identically confuse high-frequency sight words in isolation and context. Disabled readers from a university reading clinic and from fourth-grade classrooms were tested for their ability to recognize 22 target words in word lists and in a story. Series of analyses of variance indicated that both groups recognized more words in context than in isolation, and that the clinic and natural school groups did not differ in the number of errors produced in isolation or in context. A Spearman rank-correlation coefficient yielded a very low, statistically significant correlation between the number of errors in isolation and context for the 22 target words. Hierarchical arrangements of words confused in both conditions and words frequently confused in isolation, but rarely in context, are presented. Inspection of these errors suggests that readers relied on visual characteristics of words for isolated word recognition, whereas errors on these words in context were generally regulated by semantic and syntactic constraints of the story. Findings are discussed in terms of diagnosis and instruction through the use of context materials. Suggestions are given for futher research with learning disabled students in natural school settings to identify specific reversal problems with high-frequency words.

Applied Technology: Visual Response System: A Mediated Resource Room for Children with Learning Problems

1978 ◽  
Vol 2 (1) ◽  
pp. 39-46 ◽  
Author(s):  
William L. Heward
Keyword(s):  
Learning Disabled ◽  
Regular Classroom ◽  
Visual Response ◽  
Overhead Projector ◽  
Disabled Students ◽  
Resource Room ◽  
Response System ◽  
System A ◽  
Visual Access ◽  
Integration Of Learning

Five reasons are proposed why efforts to mainstream learning disabled students into the regular classroom are often unsuccessful. A mediated resource room, the Visual Response System (VRS), is described and suggested as an instructional technology which could help facilitate the integration of learning disabled students into the regular classroom. The VRS is a classroom in which each student has an overhead projector built into his or her desk. The teacher also has an overhead projector for presenting stimuli to students. Student's respond on their overhead projectors by writing, pointing, placing objects, etc. Students' responses are projected on screens behind their desks, giving the teacher immediate and continuous visual access to those responses.

On Literary Understanding

2019 ◽  
pp. 67-92
Author(s):  
Jennifer Gosetti-Ferencei
Keyword(s):  
Literary Work ◽  
Cognitive Models ◽  
Point Of View ◽  
Literary Reading ◽  
The World ◽  
Literary Experience

Several recent approaches to literature—what the chapter describes as moral, aesthetic, and cognitive models of literary experience—allow us to consider its relevance in epistemic terms. Through an examination of the insights and limits of these approaches, the chapter presents the case for the experiential, generative, and expressive dimensions of understanding the literary work, and for their implications beyond literary reading. That literary understanding is experiential will mean that, beyond knowledge of what the text is about, one must have acquaintance with what it is like to undergo the imaginings prompted by the text. That literary understanding is generative means that what we understand in literary experience is not merely the objects or events in the world from which the work may draw, but how these are transformed in the specific literary presentation created by the work. That literary understanding is expressive will mean that the object of understanding issues from, and brings us into contact with, a point of view, even if one known only through and as the work itself. These dimensions of literary understanding, I suggest, enable understanding beyond the experience of literature as such.

Effectiveness of a Concept Teaching Routine in Enhancing the Performance of LD Students in Secondary-Level Mainstream Classes

1988 ◽  
Vol 11 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Janis Bulgren ◽  
Jean B. Schumaker ◽  
Donald D. Deshler
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Concept Acquisition ◽  
Students With Learning Disabilities ◽  
Regular Class ◽  
Regular Classrooms ◽  
Before And After ◽  
Teachers And Students ◽  
Concept Teaching ◽  
Teaching Routine

The purpose of this study was to design and evaluate the effectiveness of Concept Diagrams and a related Concept Teaching Routine when used by regular class teachers to present concepts to heterogeneous groupings of students, including learning disabled pupils, in regular classrooms. The study focused upon both teachers and students. The teachers' ability to prepare Concept Diagrams and to implement a Concept Teaching Routine in the classroom was measured. Students were evaluated relative to performance on Tests of Concept Acquisition, regular classroom tests, and notetaking before and after implementation of the Concept Teaching Routine. Results indicated that teachers can select concepts from content material, prepare Concept Diagrams from those concepts, and present concepts to their classes. Both students with learning disabilities and students without learning disabilities showed gains in their performance on Tests of Concept Acquisition and in notetaking when the Concept Teaching Routine was used in the classroom. Gains in performance on regular tests were associated with the Concept Teaching Routine combined with a review procedure.

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