Improving reading comprehension through the formation of mental images

This literature review explores recent research to support the hypothesis that training students to form mental images will facilitate comprehension and enable the reader to find more enjoyment while engaged in the reading process. There is a relationship between forming mental images and age. Beginning readers need illustrations to enhance comprehension; however, by the third grade level many students are able to improve their comprehension when instructed in forming mental images. Among poor comprehenders mental imagery was shown to be effective as a memory and comprehension device. The findings of this review suggest to educators that the training of self-generated mental imagery should be given greater importance in the elementary school curriculum