Students’ Visualization in Reading and Their Cognitive Learning Styles (original) (raw)
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Reading comprehension determines the readers' level of understanding of a text. The process of comprehending a text requires meaning construction and the integration of the readers' knowledge, which are fairly challenging for learners of all ages especially young learners. As these crucial reading processes play major importance in reading comprehension, educators are applying a repertoire of reading comprehension strategies to guide young learners in reading. One of the strategies to have seen a significant impact in reading comprehension is visualization. However, not much literature discusses the visualization implementation by considering the aspects of the reading process. This paper, therefore, aims to explore the functions of visualization in assisting reading comprehension among young learners based on the aspects of the reading process. This paper will examine five functions of visualization based on the integration of eight aspects of the reading process in visualization application. This paper will be able to fill the gap in the literature by focusing on which reading process aspects are applied in different types of visualization. In particular, the significance of this paper is to assist teachers in looking through the visualization functions and how these functions impact reading comprehension for young learners.
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Reading comprehension is a complex, linguistic, cognitive ability, which makes it difficult to not only understand but teach (Horowitz-Kraus, Vannest & Holland, 2012). This may be why most reading strategies focus on text-based processing as opposed to visualizing while reading (De Koning & van der Schoot, 2013). Even though it may be difficult to teach, studies show the ability to visualize while reading outweighs the effort needed to teach it. Visualization-the ability to create pictures in the brain based upon written or spoken words-is one of many strategies to aid in comprehension. Gambrell and Bales (1986) expand this definition to include the ability to organize and store new mental images to form or draw conclusions from later. Despite the fact students are consistently surrounded by visual images in movies, television, video games, computers, and cell phones, most are passive consumers, which does not necessarily translate into the development of visualizing while reading (Gorman & Eastman, 2010; Hibbin & Rankin-Erickson, 2003).
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The low interest in reading makes the students have less reading frequency, thus the students are not much experienced in reading correctly. This problem leads them to have a low level of comprehension skill. This research is intended to check and find out whether the students can improve their level of comprehension skill after being given a certain teaching completed with some treatments. The research investigates the impact of using illustrations and its effects on students’ attitude. The data are in the form of scores and students’ opinions. Score data is obtained from the result of pretest and posttest which are calculated quantitatively, while questionnaire and interview are analyzed qualitatively to support the explanation. The results show that there is significant enhancement in student reading skills not only of the expert readers but also of the average readers and of poor readers.
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This research was done by applying experimental research and the design used was factorial design 2x2. The aims of this research were (1) to find out whether there is any different effect of students’ reading comprehension between an experimental and control class. (2) To find out the different on students’ reading comprehension between students who have high reading interest in an experimental class and a control class. (3) To find out the different on students’ reading comprehension between students who have low reading interest in an experimental class and a control class. (4) To find out whether there is any interaction between teaching strategies and reading interest on students’ reading comprehension. The samples were two classes of eleventh grade students of Social 1 and Social 2 of SMAN 16 Pekanbaru. The writer took the sample as cluster random sampling technique. The total sample was 60 students. The forms of the test were reading comprehension test and questionnaire. Final...
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