Images as tools for reading comprehension development: the results of an experiment
Journal title CADMO
Author/s Gabriella Agrusti
Publishing Year 2010 Issue 2010/2 Language English
Pages 18 P. 39-56 File size 1125 KB
DOI 10.3280/CAD2010-002005
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Gabriella Agrusti It is widely recognized that prior knowledge plays a fundamental role in reading comprehension and in meaning construction. Generally, readers who are able to identify the typical structure of a text in a genre or to locate its content within the appropriate domain are said to better recall the ideas conveyed by the text. The text itself is a textus, a complex texture that includes rhetorical patterns on different directories (spatial, temporal, figurative), a network structure that offers several ways of integrating information based on relationships among its components. Poor readers are unlikely to make inferences to link these pieces of information into a coherent representation. Would the introduction of an image comprehension strategy improve students’ reading comprehension of verbal texts? In this article the results of a research project carried out in Italy on adult readers, with particular reference to inferential processes in narrative anachronies, will be presented.
Keywords: Reading comprehension, images, undergraduate students, assessment, narrative texts
Gabriella Agrusti, Images as tools for reading comprehension development: the results of an experiment in "CADMO" 2/2010, pp 39-56, DOI: 10.3280/CAD2010-002005