ABSTRACT
The important role of mental imagery in various aspects of literacy learning is now well-established in the research literature (see reviews by Alesandrini, 1985; Clark & Paivio, 1991; Denis, 1984; Drake, 2002; Gambrell & Koskinen, 2002; National Reading Panel, 2000; Pressley, 1977; Rasinski, 1985; Sadoski, 1998, 2005; Sadoski & Paivio, 1994, 2001, 2004; Suzuki, 1985). This research literature can be summarized conclusively: spontaneously-occurring mental imagery is a natural and important part of literacy, and educating students in the strategic use of mental imagery is a successful practice in various aspects of literacy learning. These conclusions are now widely accepted in educational theory and practice.
