Posted in Reading

Using Pictures to Teach Reading

Slide1One of the more challenging aspects about teaching reluctant readers is engaging them in their own learning. I get it. I am the world’s worst at bowling. When date night rolls around, and my hubby says, “We haven’t been bowling in a while,” I cringe and quickly offer alternatives to an activity that’s certain to end in frustration. On those rare occasions when I roll a strike, however, I am elated. I shout, I strut, I bask in my success… and, important parallel here, I eagerly agree to play again. Helping my reluctant readers feel the thrill of success—one that’s relevant to reading—encourages them to see themselves as capable readers and to commit to the learning process.

Reluctant readers, while not as proficient with text, are generally very good at reading other visual cues. Using pictures to introduce reading skills gives students a frame of reference to understand the basics of the skill, and it shows them they already possess the skills they need to master it.

Many reading skills can be equated to interpreting visual images. For example, I often use photos to introduce mood in literature. I show students a series of images and challenge them to analyze the mood conveyed by each. Once they’ve identified the mood (and their success rate is 100%), I challenge them to tell me why. They study the picture and name specific characteristics (the colors are dark, the weather is stormy, there’s a dark alley with a shadowy figure) that lead them to conclude the mood (dangerous). Now that I’ve trained the students to study small details to determine the mood, I substitute short text for the visual images. You can even use a one-paragraph description of the same image you just showed them, so they can see the connection between the visuals and descriptive text.

I’ve used this method to successfully teach inferences, mood and tone, cause and effect, point of view, and main idea. It is the perfect way to introduce context clues, or use picture warm-ups to reinforce the concept of context clues in subsequent lessons. Not only do students find pictures engaging, they are also quite memorable. Years later, I’ve had students come to me saying how much they enjoyed–and learned from—those lessons. One former struggling reader confessed, “I don’t know what you did… but I’ve gotten A’s in English ever since.” Inspiring words for any teacher.