Development of an Innovative Dual-Coded Multimedia Application to Improve Reading Comprehension of Students with Imagery Deficit

Autor/inn/en	Wang, Ling; Li, Jiang
Titel	Development of an Innovative Dual-Coded Multimedia Application to Improve Reading Comprehension of Students with Imagery Deficit
Quelle	In: Journal of Educational Computing Research, 57 (2019) 1, S.170-200 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633117746748
Schlagwörter	Reading Comprehension; Visualization; Reading Instruction; Teacher Attitudes; Reading Teachers; Computer Uses in Education; Multimedia Instruction; Elementary School Teachers; Story Telling; Instructional Innovation + Suchen Sie Ihr Suchwort? Leseverstehen; Visualisation; Visualisierung; Leseunterricht; Lehrerverhalten; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Computernutzung; Multimediales Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Educational Innovation; Bildungsinnovation
Abstract	This study describes the development of an innovative multimedia application and examines teacher perceptions of its usefulness in assisting students with imagery deficit to visualize the reading comprehension. Students with good reading skills can easily create mental representations from oral or written language, and their sensory system quickly brings parts to whole through imagery. Students with deficiency may have trouble creating images due to their sensory information from imagery is slow and dull, and they often get stuck on parts and pieces. Those unable to image what they read usually cannot understand and remember what they read, which is consistent with the referential connection between the verbal and visual symbolic systems according to the Dual-Coding Theory. This application helps students to develop the capacity to build mental images sentence by sentence. The students engage a touch screen to draw a picture associated with the meaning of each sentence. With the sentences hidden or pictures shuffled, they select and describe each picture in sequence to retell the story. Pictures can be saved to analyze students' learning outcomes and needs. Teacher perceptions indicate their willingness to integrate this application into reading instruction to help improve reading comprehension of students with imagery deficit. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01