Using schema and visualization as strategies for effective reading comprehension instruction

Our research was conducted in four elementary classrooms at three different schools. We looked at eight students ranging from second to fifth grade including those with special needs. This study took place over a seven-month period. The focus of this paper was to see whether schema and visualization, as reading strategies, were effective in the teaching of reading comprehension. Students were given pretests on each of the two strategies. The strategies were then taught, modeled and practiced. Student journals were used to record students' thinking processes and how they related to the text. Students then were given a post-test on each strategy to see the growth that each had made. Individual Reading Inventories were also given as pre and post-tests, to see what kind of reading comprehension improvement the students achieved.