What Makes a Diagram Easy or Hard? The Impact of Diagram Design on Fourth-Grade Students' Comprehension of Science Texts

Autor/inn/en	Coleman, Julianne M.; McTigue, Erin M.; Dantzler, John A.
Titel	What Makes a Diagram Easy or Hard? The Impact of Diagram Design on Fourth-Grade Students' Comprehension of Science Texts
Quelle	In: Elementary School Journal, 119 (2018) 1, S.122-151 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
Schlagwörter	Visual Aids; Design; Elementary School Students; Grade 4; Reading Comprehension; Science Education; Textbooks; Layout (Publications); Prior Learning; Reading Tests; Cognitive Processes; Difficulty Level; Instructional Design + Suchen Sie Ihr Suchwort? Anschauungsmaterial; School year 04; 4. Schuljahr; Schuljahr 04; Leseverstehen; Naturwissenschaftliche Bildung; Textbook; Text book; Schulbuch; Lehrbuch; Textgestaltung; Vorkenntnisse; Lesetest; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	This experimental study examined how the presence of visual diagrams in 2 science texts affected the independent reading comprehension of 213 fourth-grade students in the southeastern United States. In addition, the relative impact of 3 diagram designs and layout (representational, interpretational, or integrated) was compared with a control. Prior knowledge was measured and statistically controlled for each text. Comprehension measures were a term-selection posttest and a reading comprehension posttest. Overall, on both texts, visual diagrams provide minimal or no added value to students' comprehension above the text-only conditions. Findings also indicated that the integrated diagram may create a condition of cognitive overload for some students. Implications for instructional material design are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01