Graphic Reading Performance of Students with Visual Impairments and Its Implication for Instruction and Assessment

Autor/inn/en	Zebehazy, Kim T.; Wilton, Adam P.
Titel	Graphic Reading Performance of Students with Visual Impairments and Its Implication for Instruction and Assessment
Quelle	In: Journal of Visual Impairment & Blindness, 115 (2021) 3, S.215-227 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
DOI	10.1177/0145482X211016918
Schlagwörter	Visual Impairments; Visual Aids; Reading; Difficulty Level; Performance; Visual Literacy; Student Characteristics; Foreign Countries; Students with Disabilities; Individualized Education Programs; Nonverbal Ability; Problem Solving; Teachers; Canada + Suchen Sie Ihr Suchwort? Visual handicap; Sehbehinderung; Anschauungsmaterial; Leseprozess; Lesen; Schwierigkeitsgrad; Achievement; Leistung; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualized education program; Individualisierendes Lernen; Problemlösen; Lehrer; Lehrerin; Lehrende; Kanada
Abstract	Introduction: The ability of students to engage with graphical materials supports learning in science, technology, engineering, arts, and mathematics areas. For students with visual impairments, understanding the factors that contribute to the effective interpretation of graphics can promote meaningful access to the curricula. Methods: Forty students with visual impairments completed multiple-choice question tasks for five types of graphics presented in their medium of choice and provided difficulty ratings. The teachers of students with visual impairments rated the students on several factors. Statistical analyses investigated the relationship between performance differences and teacher-rated factors. Results: Significant differences in performance between print and tactile graphics users were found for bar graph, map, and total correct responses on all tasks. For some tasks, perceived difficulty by tactile graphic users did not align with actual performance. Teachers' ratings of students who had Individualized Education Program goals for graphics, independence in using graphics, problem-solving ability, mathematics ability, and frequency of engaging with graphics contributed to significant differences in performance across total correct and most individual graphic results. Discussion: Although medium type was a significant contributor across graphic types, some teacher-rated variables appeared to mitigate the importance of medium on student performance. Depending on the graphic type, experience, content knowledge, skills with graphics, and confidence and motivation can all affect student performance when interpreting graphics. Implications for practitioners: Teachers should provide students with early and frequent opportunities to engage with graphics and support their problem-solving abilities regarding how to engage with different graphic types to enhance their independent use of graphics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01