Reading the graphics: what is the relationship between graphical reading processes and student comprehension?

Abstract

Research on comprehension of written text and reading processes suggests a greater use of reading processes is associated with higher scores on comprehension measures of those same texts. Although researchers have suggested that the graphics in text convey important meaning, little research exists on the relationship between children's processes prompted by the graphics in informational text and their overall comprehension of the same texts. In this study, 30 secondgraders read 2 informational texts, were prompted to share their thinking whenever they looked at a graphic, retold each text in their own words, and answered 8 comprehension questions about each text. Correlations between students' scores on the post-reading comprehension measures and the reading processes prompted by the graphics suggested that: (1) the number of times any process was prompted by the graphics was significantly correlated with scores on the retelling measure for one book, but not for the retelling measure of the other book or for the comprehension question measure for either book; (2) there were no significant correlations between the number of different processes prompted by the graphics and students' scores on any comprehension measure; (3) a number of individual processes were positively correlated with retelling and/or comprehension question scores.

A Content Analysis of Visuals in Elementary School Textbooks

“…In this study, we analyzed visuals in informational texts, "whose primary purpose is to convey information about the natural, social, or physical world, and that has particular linguistic features to accomplish the goal" (Duke & Billman, 2009, p. 110). Consistent with previous research (Norman, 2012), we defined visuals as graphical displays, which are not limited to diagrams, maps, graphs, and tables. A visual may contain some text, such as labels on a regional map, or a caption; however, the main source of information comes from visual, rather than textual, presentation.…”

Reading Instructions Influence Cognitive Processes of Illustrated Text Reading Not Subject Perception: An Eye-Tracking Study

“…Several learning theories about illustrated text reading, such as the cognitive theory of multimedia learning ( Mayer, 2014 ) and integrated model of text and picture comprehension ( Schnotz and Bannert, 2003 ; Schnotz et al, 2014 ), also indicate the importance of illustrations in multimedia learning. However, previous research clearly indicates that young readers in elementary school pay little attention to scientific diagram information and do not use it during scientific text reading ( Moore and Scevak, 1997 ; Hannus and Hyönä, 1999 ; McTigue, 2009 ; Norman, 2012 ; Jian, 2016 ). Jian (2018) found that teaching fourth-grade students strategies for reading illustrated text promoted reading comprehension, and, importantly, the facilitation effect was found in students with both low and high reading ability.…”

“…The younger students made more verbal reports on text details, but rarely thought the illustration information helped them understand the text information. Using the same think-aloud protocol, Norman (2012) investigated the relationship between children’s reading processes prompted by graphics in informational texts and reading comprehension. The two texts were about dinosaurs and weather.…”

Ninth‐Grade Students’ Use of Graphical Representations in Social Studies Writing

“…Nevertheless, this focus has limited research primarily to receptive comprehension at different grade levels (Arizpe & Styles, 2003;Brugar & Roberts, 2017;McTigue & Flowers, 2011;Walsh, 2006). Although graphical representations have the potential to aid comprehension (Carney & Levin, 2002;Duke et al, 2013;Norman, 2012), both children and adults can experience difficulties in understanding them (Shah & Hoeffner, 2002). Moreover, students' understanding of graphical representations varies considerably even within the same grade (Brugar & Roberts, 2017;Duke, Caughlan, Juzwik, & Martin, 2012).…”