Print and Image Integration of Science Texts and Reading Comprehension: A Systemic Functional Linguistics Perspective

Autor/inn/en	Hsu, Pei-Ling; Yang, Wen-Gin
Titel	Print and Image Integration of Science Texts and Reading Comprehension: A Systemic Functional Linguistics Perspective
Quelle	In: International Journal of Science and Mathematics Education, 5 (2007) 4, S.639-659 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-007-9091-x
Schlagwörter	Reading Comprehension; Junior High Schools; Research Design; Textbooks; Discourse Analysis; Astronomy; Interviews; Grade 9; Misconceptions; Junior High School Students; Science Education; Foreign Countries; Visual Stimuli; Reader Text Relationship; Pretests Posttests; Taiwan + Suchen Sie Ihr Suchwort? Leseverstehen; Sekundarstufe I; Forschungsdesign; Textbook; Text book; Schulbuch; Lehrbuch; Diskursanalyse; Astronomie; Interviewing; Interviewtechnik; School year 09; 9. Schuljahr; Schuljahr 09; Missverständnis; Junior High Schools; Student; Students; Schüler; Schülerin; Naturwissenschaftliche Bildung; Ausland
Abstract	Systemic functional linguistics (SFL) was the foundation for this study that explored the effect of science text and image integration on grade 9 students' reading comprehension. Two texts in Chinese on the moon phase with different print and image integration were compared--a traditional textbook (TT) used in Taiwanese junior high schools and a systemic functional linguistics text (SFLT) created by the authors for this study. These two texts contained similar concepts but had major differences in several features: technicality, representational structure, degree of modality, and interaction between print and image. A control-experimental design with pretest, posttest, and semi-structured interviews was used. In total, 132 junior high school students were randomly assigned to two groups: one group (n=69) read the TT and the other group (n=63) read the SFLT. Sixteen students with both high and low performances in the posttest were purposely selected as the subjects of the follow-up interviews. Major findings were: (a) students who read the SFLT demonstrated significantly better achievement than those who read the TT, and (b) students who read the TT generated more misconceptions about the moon phase and had greater difficulty in making sense of the images than the students who read the SFLT. Accordingly, SFL may serve as a useful theoretical framework and tool in the design of textbooks and may have a practical application in the science classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10