Fostering Reading Comprehension of Learning Tasks with Pictorial Symbols: A Qualitative Study of the Subjective Views and Reading Paths of Children with and without Special Needs

Autor/inn/en	Noll, Anna; Roth, Jurgen; Scholz, Markus
Titel	Fostering Reading Comprehension of Learning Tasks with Pictorial Symbols: A Qualitative Study of the Subjective Views and Reading Paths of Children with and without Special Needs
Quelle	In: International Journal of Special Education, 33 (2018) 3, S.616-629 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Reading Comprehension; Pictorial Stimuli; Reading Skills; Reading Improvement; Reading Instruction; Eye Movements; Special Needs Students; Special Education; Fractions; Symbolic Learning; Learning Disabilities; Foreign Countries; Secondary School Students; Visualization; Germany + Suchen Sie Ihr Suchwort? Leseverstehen; Fantasieanregung; Reading skill; Lesefertigkeit; Leseunterricht; Augenbewegung; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Bruchrechnung; Symboldidaktik; Learning handicap; Lernbehinderung; Ausland; Sekundarschüler; Visualisation; Visualisierung; Deutschland
Abstract	How can barriers in reading be reduced? Adding symbols to assignments could be one possibility for enhancing readability and, therefore, providing students with poor reading skills with access to learning material. This qualitative interview and eye-tracking study aims to acquire a first insight into how students rate and perceive the addition of symbols to texts. Students with special educational needs (N = 6) and without special educational needs (N = 6) participated. All students worked on tasks that were designed as an introduction to fractions. The study shows that the participants rated the additional symbols positively and utilized them without a prior explanation. Furthermore, the symbols were mainly used by the students to gain a holistic understanding of the assignments. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01