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Visualising Literacy

Visualising involves using all the senses and prior knowledge to create mental images of what is described in the text. It can include visual, auditory, olfactory, tactile, or emotional images. Creating these sensory-rich mental images supports reading comprehension in several ways. It helps the text come to life and connect with the reader on a deeper level. Visualising also aids understanding as it prompts readers to pick up on finer details and interpret the text more thoroughly. Generating visual images supports monitoring comprehension, as difficulties creating images will lead to re-reading for clarification. Sensory images further help with drawing conclusions, predicting, and remembering details from the text.

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68 views2 pages

Visualising Literacy

Visualising involves using all the senses and prior knowledge to create mental images of what is described in the text. It can include visual, auditory, olfactory, tactile, or emotional images. Creating these sensory-rich mental images supports reading comprehension in several ways. It helps the text come to life and connect with the reader on a deeper level. Visualising also aids understanding as it prompts readers to pick up on finer details and interpret the text more thoroughly. Generating visual images supports monitoring comprehension, as difficulties creating images will lead to re-reading for clarification. Sensory images further help with drawing conclusions, predicting, and remembering details from the text.

Uploaded by

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Visualising

Visualising occurs throughout reading, when the reader uses all of the
senses, along with prior knowledge and experiences to create images
of what is happening in the text. Visualising is sometimes referred to
as creating images or a movie in your mind. While images are typically
mental, they may be visual, auditory, olfactory, kinaesthetic or emotional.

How does visualising support reading and comprehension?


Using all five senses to create visual images of the text helps the text to come to life and
supports the reader to connect with and become part of the text. Visualising also supports
comprehension as when students create their own mental images they tend to pick up on
finer details and understand the text more deeply. Visualising supports students to monitor
meaning as if the mental images are difficult to create, the student is likely to re-read and
look more closely for clues in the text. Sensory images created by readers also support
them to draw conclusions, make predictions, interpret information and remember details.

the Language of visualising


The movie in my mind shows_____. The image I can see in my head is
_____.

I can just taste/feel/hear/smell the In my mind I can see ______.


_____.

I can imagine _____.

Tips to support VISUALISING


Images can be shared orally, as
drawings, as jottings or through
drama. It
It is Students need to be aware is
important that while there are no right essential
that or wrong images, to support
students
understand that information (clues) in the students to
everyone creates text must be drawn create visual
their own unique upon to support the images that contain
mental images in their creation of the lots of detail and that
head and they should images. have drawn upon both
be given the opportunity literal and inferential
to share their images and information from the text.
to talk about how creating Students should also be
images helps them gain a better supported to revise their images when
understanding of the text. new information is gained from the text.

Adapted from Zimmermann, S. (2003); Hoyt, L. (2008); Cameron, S. (2009) and First Steps Reading resource book (2013).
Strategies
Think about and talk about

What do you see as What do you smell as What do you taste as What do you hear as
you read? you read? you read? you read?

Sketch to Stretch
Students pause frequently during reading to create sketches that reflect the information they are gathering.
Label the sketches and follow up with conversation and writing.

Prompt cards
Use prompt cards to think about and monitor the visualisation strategy. They may include:

When I read this When I read this When I read this When I read this When I read this
I saw... I heard... I tasted... I touched... I smelled...

When I read this When I read this When I read this When I read this
I saw... I heard... I smelled... I saw...
and this made and this made and this and this
me think me think made me made me
about... about... understand... understand...

To help you
Sensory chart understand what
you read, view or
listen to, use all
five senses
when
visualising

Adapted from Zimmermann, S. (2003); Hoyt, L. (2008); Cameron, S. (2009) and First Steps Reading resource book
(2013).

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