Presents an overview of research on using mental imagery to assist reading and listening comprehension, and provides practical suggestions for teaching students to use visual imagery to enhance comprehension. (SKC)

Concludes that there is a relationship between imagery level and comprehension and that imagery level of text can be determined "a priori" of pupils reading text. (FL)

Divides visual literacy into three categories: basic, artistic, and aesthetic. Maintains that this expanded conception of visual literacy contains the potential to significantly alter the content and methods of art education. (JDH)

Concludes that neither the focal attention nor contextual theory offers a powerful explanation for words learned through visual exposure. (FL)

Verbal contextual information affected photography and nonphotography students' performance on semantic retention tests. For example, correct titles aided the formation and retention of accurate memories, while erroneous titles misled students into remembering meanings that had relatively little to do with what was actually pictured in the…

Extensive and detailed overhead projections, a complete set of reduced overhead miniatures in booklet form for each student, and tape recordings are used in a lecture setting to capitalize on the learning preferences of both visual and auditory learners. The use of the strategy in introductory chemistry is described. (JN)

This study focuses on the effects of map display and modality on learning geographical maps in a computer-based environment. Participants were randomly assigned to four versions of a computer program created by crossing two levels of map display (hypertext vs. rollover) with two levels of modality (audio vs. audio and text). Results showed that…

This paper examines issues that affect decisions about providing language for a deaf or hard of hearing child. It considers what has been learned where parent-infant support and early educational placements are characterized by efforts to expose deaf children, of both deaf and hearing parents, to whole language/s that children find accessible for…

Examined was the extent of increase in learning efficiency of 72 mentally retarded children, mean age 14 years, when the stronger of two perceptual modalities (auditory or visual) was matched to a unisensory auditory or visual perceptual curriculum. (Author/MC)

A discussion of how the information explosion will require instantanious visual communication. (HB)

Questions processes involved in physical matching task when stimuli are presented for duration short enough to prevent physical scanning. Research supported by U.S. Public Health Service. (DS)

Fifty-seven learning disabled or emotionally disturbed students, 8- to 12-years-old, IQ, 80-129, were given a visual and an auditory memory test to obtain reliability data on the two tests, and to determine the relationship of the tests to the children's reading and listening behavior. (MC)

Description of a study testing for retention of visual material identified as being familiar or unfamiliar to the subjects. (HB)