Reading the Graphics: What Is the Relationship between Graphical Reading Processes and Student Comprehension?

Autor/in	Norman, Rebecca R.
Titel	Reading the Graphics: What Is the Relationship between Graphical Reading Processes and Student Comprehension?
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 25 (2012) 3, S.739-774 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-011-9298-7
Schlagwörter	Reading Comprehension; Reading Processes; Visual Aids; Grade 2; Elementary School Students; Correlation; Scores + Suchen Sie Ihr Suchwort? Leseverstehen; Leseprozess; Anschauungsmaterial; School year 02; 2. Schuljahr; Schuljahr 02; Korrelation
Abstract	Research on comprehension of written text and reading processes suggests a greater use of reading processes is associated with higher scores on comprehension measures of those same texts. Although researchers have suggested that the graphics in text convey important meaning, little research exists on the relationship between children's processes prompted by the graphics in informational text and their overall comprehension of the same texts. In this study, 30 second-graders read 2 informational texts, were prompted to share their thinking whenever they looked at a graphic, retold each text in their own words, and answered 8 comprehension questions about each text. Correlations between students' scores on the post-reading comprehension measures and the reading processes prompted by the graphics suggested that: (1) the number of times any process was prompted by the graphics was significantly correlated with scores on the retelling measure for one book, but not for the retelling measure of the other book or for the comprehension question measure for either book; (2) there were no significant correlations between the number of different processes prompted by the graphics and students' scores on any comprehension measure; (3) a number of individual processes were positively correlated with retelling and/or comprehension question scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10