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The approach is illustrated through instruction with sixth-grade world cultures students, including discussion of reading difficulties, the absence of an epistemology of text, and the use of models and assessment suggestions.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/using-image-analysis-to-build-reading-comprehension/598524/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/using-image-analysis-to-build-reading-comprehension/598524.png","ImageObject",300,407,{"name":42,"@type":43},"A glass of water","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What problem do the authors target in history education?","Question",{"text":62,"@type":63},"They address persistent challenges with content area reading and the need to better prepare students to encounter and understand historical texts. They also note that struggling readers often lack an epistemology of text.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What instructional approach do the authors propose?",{"text":67,"@type":63},"They propose two image analysis strategies connected to historical themes. The methods are organized around the people/space/time model and the similarities/differences model to weave context and support reading comprehension.",{"name":69,"@type":60,"acceptedAnswer":70},"How does Wineburg’s research relate to the authors’ argument?",{"text":71,"@type":63},"Wineburg’s work highlights differences between expert and novice readers in how they use discipline-specific heuristics when reading sources. 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In order to better prepare students for encounters with text, the authors propose the use of two image analysis strategies tied with a historical theme to heighten student interest in historical content and provide a basis for improved reading comprehension.  \nAs the September sun beat relentlessly on the roof of the portable classroom and the air conditioner hummed diligently, twenty-one sixth grade world cultures students participated in a review session pertaining to ancient Greece. Using the computer and projector to situate students geographically, the teacher guided the students through basic definitions of Greek landforms. The teacher then turned to the topic of civilizations and asked a recall question: What were the names of the two earliest Greek civilizations? A young girl raised her hand confidently and exclaimed,“Dark Ages!”The teacher responded gently,“No-ooo. Think of civilizations. What is a civilization?” The student shot back defensively,“Well, it was up there” as she pointed vaguely to the white board.  \nShe was correct. “Dark Ages” had been written on the board during a previous lesson, and, in a way, her answer made sense. The teacher had asked for two civilizations; “Dark Ages” consisted of two words. When the class had read about the early Greek civilizations and the Dark Ages, the words, as proper nouns, had been capitalized. Why should “Minoans and Mycenaeans” have more meaning than “Dark Ages” to students who have difficulties placing ideas in context? Researchers have noted that many readers approach a text as a vehicle for answers, not as a rhetorical and human artifact (Wineburg 2001, 65) . Oftentimes, beyond general reading difficulties in decoding and fluency, struggling readers lack an epistemology of text.  \nIn this essay, we propose the use of image analysis strategies to heighten student interest in historical content and provide a basis for improved reading comprehension. We draw upon our experiences working with sixth grade students who struggled with reading. Specifically, the students had scored in the 50th percentile or below on the reading portion of the state assessment test and, as a result, had been tracked into this particular social studies class. Throughout the first semester, we noted that their workbooks and other supplementary materials provided by the district were of limited help in building students’ reading skills. As we moved chronologically through a study of world cultures, we occasionally used images (maps and paintings) as part of our teaching strategies. In the second semester, however, we decided to apply a more interactive, discipline-based approach to engage students in the content of history and build historical thinking skills. When teaching a unit on Europe in the Middle Ages (specifically the Frankish Kingdom), we used two methods of image analysis tied to a historical theme in order to weave context and therefore better prepare students for encounters with reading text. We found the image analysis strategies beneficial. Students’ attitudes toward class changed and their understanding of content improved.  \nIn the following essay, we provide a brief overview of Sam Wineburg’s research pertaining to reading comprehension in history. Then we describe the theme we used to organize the lessons, the historical thinking skills we sought to build, and the two methods of image analysis we recommend – the people/space/time model and the similarities/differences model. Finally, we make suggestions regarding assessment activities that could be tied to the use of these models.  \nReading History  \nWhen we think about the process of reading, we often first focus on phonetic decoding, fluency, vocabulary, and comprehension. History educators know that general reading skills are not enough. In his seminal work,","cbCaib3OzInQIsWN","https://ap.wps.com/l/cbCaib3OzInQIsWN","pdf",30343,"English","# Abstract\n# Reading History\n## Image analysis strategies and rationale\n## Wineburg’s research on reading comprehension in history","[{\"question\":\"What problem do the authors target in history education?\",\"answer\":\"They address persistent challenges with content area reading and the need to better prepare students to encounter and understand historical texts. They also note that struggling readers often lack an epistemology of text.\"},{\"question\":\"What instructional approach do the authors propose?\",\"answer\":\"They propose two image analysis strategies connected to historical themes. The methods are organized around the people/space/time model and the similarities/differences model to weave context and support reading comprehension.\"},{\"question\":\"How does Wineburg’s research relate to the authors’ argument?\",\"answer\":\"Wineburg’s work highlights differences between expert and novice readers in how they use discipline-specific heuristics when reading sources. The essay emphasizes heuristics such as sourcing, showing that students use these processes far less than expert readers.\"}]","Using Image Analysis to Build Reading Comprehension | PDF",13]