The Impact of Instruction and Student Characteristics on the Development of Students' Ability to Read Texts with Instructional Pictures

Autor/inn/en	Oerke, Britta; McElvany, Nele; Ohle-Peters, Annika; Horz, Holger; Ullrich, Mark
Titel	The Impact of Instruction and Student Characteristics on the Development of Students' Ability to Read Texts with Instructional Pictures
Quelle	In: European Journal of Psychology of Education, 34 (2019) 2, S.375-395 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-018-0375-z
Schlagwörter	Secondary School Students; Reading Instruction; Picture Books; Science Instruction; Reading Skills; Multimedia Materials; Skill Development; Science Teachers; Language Teachers; German; Reader Text Relationship + Suchen Sie Ihr Suchwort? Sekundarschüler; Leseunterricht; Picture book; Bilderbuch; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; Deutscher
Abstract	Reading texts with instructional pictures (text-picture integration) is a key component of students' learning processes in most school subjects, and teachers are tasked with helping their students acquire and refine this skill. The present study focuses on how teachers support their students with this process, and if this support contributes to improved text-picture reading skills. Analyzing self-reports of 56 science and German teachers at secondary schools, we found that the self-reported frequency of using text-picture reading material and the explicit discussion of the instructional picture affected students' skill improvement positively in the science, but not in the German classes. The self-reported teachers' efforts to guarantee all students' understanding of the pictures had no significant effect on students' skill improvement, however. A Matthew effect for students with higher prior text-picture reading skills was observed. The findings suggest that more research on teachers' instructional strategies in this important area of daily school activity in most subjects is needed to further understand how the impact of teachers on students' learning can be improved. Possible research directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01