Graphics out Loud: Perceptions and Strategic Actions of Students with Visual Impairments When Engaging with Graphics

Autor/inn/en	Zebehazy, Kim T.; Wilton, Adam P.; Velugu, Bhagyalaxmi
Titel	Graphics out Loud: Perceptions and Strategic Actions of Students with Visual Impairments When Engaging with Graphics
Quelle	In: Journal of Visual Impairment & Blindness, 116 (2022) 2, S.183-193 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
DOI	10.1177/0145482X221087727
Schlagwörter	Visual Impairments; Students with Disabilities; Visual Aids; Student Attitudes; Metacognition; Manipulative Materials; Problem Solving; Blindness; Thinking Skills; Task Analysis; Elementary School Students; Secondary School Students; Verbal Communication; Tactual Perception + Suchen Sie Ihr Suchwort? Visual handicap; Sehbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Anschauungsmaterial; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Hilfsmittel; Problemlösen; Blindheit; Denkfähigkeit; Aufgabenanalyse; Sekundarschüler; Taktile Wahrnehmung
Abstract	Introduction: Facility in graphics use is critical to accessing data visualizations in science, technology, engineering, the arts, and mathematics (STEAM) content areas. Efforts to understand the cognitive processes underlying strategic action by students with visual impairments must consider both metacognition and self-regulated learning. Methods: Think-aloud transcripts were analyzed using a priori level one coding based on the Model of Graphic Interpretation (MoGI) followed by second-level coding to analyze nuanced commonalities and differences based on performance, medium, and level. Results: Differences in each component of the MoGI were found for print graphic and tactile graphic users, particularly based on performance and level. Higher performers were better able to articulate strategy use and reasons for selecting strategies. Discussion: Findings coincide with quantitative findings of the participants (see Zebehazy & Wilton, 2021). Transcripts provided additional confirming evidence of the interdependence of MoGI components. Implications for Practitioners: Use of think aloud can support assessment and instruction of students with visual impairments to build strategic action and metacognition when engaging with graphics. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01