Research Proven Strategies to Improve Children’s Memory in Reading

Based on the results of one reviewed study, there are seven strategies to improve the memory and comprehension of reading text, including summarization, imaginary representation, mnemonic imagery, story grammar, question generation, question answering, and prior knowledge. Each strategy has its specific effects and suitability for various age levels. The details are below:

  1. Summarization: The operation of this strategy is to grasp the key information by topic sentences and organize the summaries from each paragraph. This strategy is helpful for free recall of expository text and suitable for upper grades (grades 5-6).

  2. Imaginary representation: The operation of this strategy is to construct mental images to represent the meanings of the text. The strategy is especially effective for recall short-answer questions and narrative prose. It is suitable for grade 3 and above.

  3. Mnemonic imagery: The operation of this strategy is to generate the keyword of some aspects of prose and also interactive imagery between/among the keywords. This strategy is helpful in social studies to remember the relationships among the information in the text (such as people and places). It is suitable for grade 8 and above.

  4. Story grammar: The operation of the strategy is to construct a story map by identifying the characters, settings, problems, goals, actions, and outcomes. This strategy is helpful to respond to short-answer questions and for weaker readers. It is suitable for grades 4-7.

  5. Question generation: This strategy is operated by asking students to generate questions which cover the information across the different parts of a passage. This strategy is especially helpful for improved performance on inferential tasks. It is suitable for grade 6. 

  6. Question answering: Children are asked to find and check answers or integrate and infer the information among the passages in the readings to answer the question. This strategy is especially for poor readers at grades 4-8 to improve the answers of post-reading adjunct questions.

  7. Prior knowledge: The operation of the strategy is to encourage children to relate the texts to their prior knowledge and life experiences, to make predictions of the upcoming text, and then practice answering the post-reading inferential questions by synthesizing the text information and prior knowledge. It is more beneficial for poor readers to improve both literal and inferential questions than for good readers.     

Created on November 21 2015 at 08: 00 AM

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Details Scientific Answers


1: "Strategies that improve children's memory and comprehension of text," The Elementary School Journal, 1989, by Pressley, M., Johnson, C. J., Symons, S., McGoldrick, J. A., & Kurita, J. A. . (Citations: 368).

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Research Proven Strategies to Improve Children’s Memory in Reading

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