{"id":{"repo_id":"brockport","oai_identifier":"oai:soar.suny.edu:20.500.12648/5927"},"canonical_url":"https://search.dev.ndltd.org/etd/brockport/oai:soar.suny.edu:20.500.12648/5927","repository":{"repo_id":"brockport","name":"College at Brockport","base_url":"https://soar.suny.edu/oai/request/"},"display":{"title":"The Influence of Visualization on Fifth Grade Students' Comprehension","abstract":"This quantitative research study was conducted to see what effect teaching fifth grade students techniques on how to visualize before they read would have on their comprehension. Twenty fifth-grade students from a heterogeneous elementary class in a suburb of Western New York were part of the study. Each student was given an individual copy of The Lion, The Witch and the Wardrobe in class. During this five-week period, the students independently read the chapters assigned to them. They then received either a standard lesson and cloze test or a visualization lesson and cloze test directly following each chapter. The data gathered from the cloze comprehension tests were analyzed and calculated by the instructor. A t-test was used and determined that the chapters with direct instruction in visualizing did have a statistically significant effect on student comprehension. Implications for further research include the possibility to conduct this same study on another literature piece of a different genre and to interview the students at various stages through the visualizing training process. Another possibility would be to perform this study with middle school and high school students.","abstract_html":"This quantitative research study was conducted to see what effect teaching fifth grade students techniques on how to visualize before they read would have on their comprehension. Twenty fifth-grade students from a heterogeneous elementary class in a suburb of Western New York were part of the study. Each student was given an individual copy of The Lion, The Witch and the Wardrobe in class. During this five-week period, the students independently read the chapters assigned to them. They then received either a standard lesson and cloze test or a visualization lesson and cloze test directly following each chapter. The data gathered from the cloze comprehension tests were analyzed and calculated by the instructor. A t-test was used and determined that the chapters with direct instruction in visualizing did have a statistically significant effect on student comprehension. Implications for further research include the possibility to conduct this same study on another literature piece of a different genre and to interview the students at various stages through the visualizing training process. Another possibility would be to perform this study with middle school and high school students.","abstract_has_math":false,"creators":["Smith, Pamela Zola"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-04-01","date_published":"2003-04-01","updated_at":"2026-07-27T19:02:03Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/20.500.12648/5927","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Smith, Pamela Zola"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-09-07T22:04:50Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-09-07T22:04:50Z"]},{"key":"dc:date.issued","label":"Date","values":["2003-04-01"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/20.500.12648/5927"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This quantitative research study was conducted to see what effect teaching fifth grade students techniques on how to visualize before they read would have on their comprehension. Twenty fifth-grade students from a heterogeneous elementary class in a suburb of Western New York were part of the study. Each student was given an individual copy of The Lion, The Witch and the Wardrobe in class. During this five-week period, the students independently read the chapters assigned to them. They then received either a standard lesson and cloze test or a visualization lesson and cloze test directly following each chapter. The data gathered from the cloze comprehension tests were analyzed and calculated by the instructor. A t-test was used and determined that the chapters with direct instruction in visualizing did have a statistically significant effect on student comprehension. Implications for further research include the possibility to conduct this same study on another literature piece of a different genre and to interview the students at various stages through the visualizing training process. Another possibility would be to perform this study with middle school and high school students."]},{"key":"dc:title","label":"Title","values":["The Influence of Visualization on Fifth Grade Students' Comprehension"]}]}],"canonical_facts":{"dc:creator":["Smith, Pamela Zola"],"dc:date.accessioned":["2021-09-07T22:04:50Z"],"dc:date.available":["2021-09-07T22:04:50Z"],"dc:date.issued":["2003-04-01"],"dc:description.abstract":["This quantitative research study was conducted to see what effect teaching fifth grade students techniques on how to visualize before they read would have on their comprehension. Twenty fifth-grade students from a heterogeneous elementary class in a suburb of Western New York were part of the study. Each student was given an individual copy of The Lion, The Witch and the Wardrobe in class. During this five-week period, the students independently read the chapters assigned to them. They then received either a standard lesson and cloze test or a visualization lesson and cloze test directly following each chapter. The data gathered from the cloze comprehension tests were analyzed and calculated by the instructor. A t-test was used and determined that the chapters with direct instruction in visualizing did have a statistically significant effect on student comprehension. Implications for further research include the possibility to conduct this same study on another literature piece of a different genre and to interview the students at various stages through the visualizing training process. Another possibility would be to perform this study with middle school and high school students."],"dc:identifier.uri":["http://hdl.handle.net/20.500.12648/5927"],"dc:language.iso":["en_US"],"dc:title":["The Influence of Visualization on Fifth Grade Students' Comprehension"],"dc:type":["thesis"]},"updated_at":"2026-07-27T19:02:03Z"}