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Verbal Rehearsal and Visual Imagery

Mnemonic Aids For Learning-Disabled Children

Michael C. Rose is a clinical psychologist at Central Peninsula Mental Health Center, Kenai. Alaska. He is also a psychology instructor at Kenai Peninsula Community College. He received his PhD degree in Clinical Psychology from Brigham Young University. Address: Michael C. Rose, PhD. Centml Peninsula Mental Health Center. P.O. Box 247, Kenai, AK 99611.

Bert P. Cundick, PhD

Bert P. Cundick is professor of psychology at Brigham Young University. He received his PhD degree in Psychology from Ohio State University

Kenneth L. Higbee, PhD

Kenneth L. Higbee is professor of psychology at Brigham Young University. He received his PhD degree in psychology from Pirrdue University

Investigations were made of the effects of verbal rehearsal, visual imagery, and "unaided" instruction on reading comprehension in learning-disabled children. In the main experiment, 30 learning-disabled children were randomly assigned to verbal rehearsal, visual imagery, and "unaided" instruction groups. Retention was measured immediately after reading the story; after 15 minutes; and one week later. A 3x3 analysis of variance found that verbal rehearsal and visual imagery significantly increased comprehension. A small-N study conducted later to determine the effects of mnemonic instruction over repeated sessions with four learning-disabled children with different WISC-R patterns yielded similar results. These studies support the contention that reading comprehension difficulties among learning-disabled children are partly due to inefficient memorization strategies, and demonstrate the efficacy of practical, cost-effective mnemonic-training procedures which significantly increase reading comprehension in learning-disabled children.

Journal of Learning Disabilities, Vol. 16, No. 6, 352-354 (1983)
DOI: 10.1177/002221948301600610


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