Representation Visuals' Impacts on Science Interest and Reading Comprehension of Adolescent English Learners

Autor/inn/en	Ardasheva, Yuliya; Wang, Zhe; Roo, Anna Karin; Adesope, Olusola O.; Morrison, Judith A.
Titel	Representation Visuals' Impacts on Science Interest and Reading Comprehension of Adolescent English Learners
Quelle	In: Journal of Educational Research, 111 (2018) 5, S.631-643 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ardasheva, Yuliya) ORCID (Roo, Anna Karin) ORCID (Adesope, Olusola O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2017.1389681
Schlagwörter	Science Interests; Language Proficiency; Reading Comprehension; Science Education; Control Groups; Experimental Groups; Comparative Analysis; Visual Aids; Regression (Statistics); Grade 7; English Language Learners; Correlation; Learning Processes; Teaching Methods; Outcomes of Education; Language Tests; Content Area Reading; Vocabulary; Interest Inventories; Factor Analysis; Statistical Analysis; Washington + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Leseverstehen; Naturwissenschaftliche Bildung; Anschauungsmaterial; Regression; Regressionsanalyse; School year 07; 7. Schuljahr; Schuljahr 07; Korrelation; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Language test; Sprachtest; Sinnerfassendes Lesen; Wortschatz; Interest profile; Interessenprofil; Faktorenanalyse; Statistische Analyse
Abstract	This experimental study explored the impact of representation + glossary label visuals on science outcomes in a sample of 174 Grade 7 English learners (ELs). Analysis of covariance results indicated that, regardless of English proficiency, ELs in both treatment and control conditions performed similarly on reading comprehension (p = 0.26) and triggered interest (p = 0.65) measures, with a trend in means favoring the no-visuals, control group. These findings suggest that, although recommended by the literature, representation + glossary label visuals for ELs may be associated with deleterious (seductive details) rather than beneficial (dual coding) effects. Additional research is needed on higher-level visuals (organization, interpretation, transformation) to identify visual accommodations most effective in supporting ELs' science learning. Regression analysis results indicated that triggered situational interest predicted science reading comprehension above and beyond English language proficiency, suggesting the importance of instructionally stimulating this interest type. Implications for theory and practice are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01