Visualizing and Inferring - Research Paper Example

Case Study Visualising and Inferring Intitution Case Study: Visualising and Inferring Introduction While visualizing is the creation of clear mental pictures in the minds of the readers from abstract things, inferring may be defined as coming into conclusion based on the available evidence about something or forming an opinion about the thing through reasoning. It is very significant to establish how they help in enhancing understanding during reading assignment as well as what can be used during such reading activities to help the students visualise and infer.

How visualising and inferring enhance understandingOne can easily visualise by linking the prior knowledge or experience with the comprehension they read to help boost the mental pictures in their minds (Harvey & Goudvis, 2000). This comparison helps in understanding the dimensions with regard to the magnitude and time in a much better way as the five senses are put to task (Yopp & Yopp, 2001). For instance, the use of close texts where one has to think using the clue and prior personal encounter to arrive at an appropriate word missing in a passage before they can be provided with the opportunity to check against their choice.

A teacher reading a comprehension or even a poem while the students listen to important details aids the students to use the self questioning to eliminate what is key from the rest of the text by having to think harder, paying keen attention to what is being read and even asking to be reread for an area they feel they missed out (Burmark, 2002). They try to visualize and relate the text to others, they have read before (Harvey & Goudvis, 2000). They read the text and look for new information learnt and what they intend to know before they create a map of concepts for further investigations.

What helps the students visualise and infer The texts sink into the students’ minds through the aid of illustration. This can be achieved through the use of charts, pictures, discussions, drawings and other visual images. These ease the complicated texts and enable the students to organize the information obtain in an understandable manner (Burmark, 2002). The use of adjectives in a large text accompanied by vivid description brings clarity in the memory of the students as they read through.

Discussion of the text creates a unique understanding of the topic as one gets clarification from other students as well as the teacher, concerning the theme of the text and distinguishing it from the plot. The student gets the opportunity to ask questions about unclear concepts or marked during the reading period. Note taking accompanied by real life examples help students draw the picture of what they visualise and can trace a place in the text that bears the information. In case pictures are used alongside texts, the students can use the illustration to visualize (Yopp & Yopp, 2001).

They can use this to predict what happens next in the story even before they read to the end hence enhance their inference. Conclusion In conclusion, it is evident that most students deduce meanings of texts from visualising. The well labelled charts of facts give an insight into the concept being conveyed through text. Charts have been used together with thin sheets to crack open vocabulary by following context clues. Students can, therefore, be said to understand better when learning aids are in place.

Texts alone may be ambiguous and complicated for them to understand.ReferencesHarvey,S. & Goudvis A. (2000). Strategies that Work: Teaching Comprehension to Enhance Understanding. Stenhouse PublishersYopp,R.H. & Yopp, H.K. (2001). Literature Based Reading Activities. Boston: Allyn and BaconBurmark, L. (2002). Visual Literacy: Learn to See, See to Learn. Alexandria, VA: ASCD