Relationship Between Graphical Device Comprehension and Overall Text Comprehension for Third-Grade Children

Roberts, Kathryn L.; Norman, Rebecca R.; Cocco, Jaime

doi:10.1080/02702711.2013.865693

Cited by 33 publications

(16 citation statements)

References 36 publications

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“…Although convergent research suggests that graphical comprehension affects students' reading comprehension (Hannus & Hyönä, 1999;Mayer & Gallini, 1990;Roberts et al, 2015), a research gap is that few studies consider students' learning from authentic texts. Most research uses one graphic accompanying a block of text.…”

Section: Implications and Directions For Future Researchmentioning

confidence: 99%

“…However, gaining such benefits from visuals requires knowledge and strategy. Graphic comprehension makes a unique contribution to reading comprehension, beyond the contributions of well-documented factors (e.g., word reading, vocabulary; Roberts, Norman, & Cocco, 2015). Yet visual literacy is not a generic skill because comprehending a specific visual depends on its clarity, format, and content (Palincsar & Duke, 2004).…”

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confidence: 99%

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A Content Analysis of Visuals in Elementary School Textbooks

Guo¹,

Wright²,

McTigue³

2018

The Elementary School Journal

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Although visual complexity is increasing and graphics are essential to support readers' comprehension of disciplinary texts, visual literacy receives scant attention. Research suggests that effectively instructing students to interpret discipline-specific graphics would yield better comprehension. However, before this line of inquiry can be enacted, we must determine the characteristics of graphics in contemporary content textbooks. Therefore, this content analysis evaluated graphics within third-and fifth-grade science and social studies textbooks. We coded 3,844 graphics by type and function and compared findings between disciplines using chi-square and post hoc comparison tests. Overall, graphics were coded into 9 major types (photographs being most frequent) and 54 subtypes, indicating a diversity of graphics. When comparing disciplines, science textbooks contained more diagrams and photographs, and graphics more often functioned representationally. Social studies presented both a wider variety of graphics and more interpretationally challenging graphics. Implications for disciplinary literacy and instruction are discussed.

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Section: Implications and Directions For Future Researchmentioning

confidence: 99%

mentioning

confidence: 99%

A Content Analysis of Visuals in Elementary School Textbooks

Guo¹,

Wright²,

McTigue³

2018

The Elementary School Journal

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“…As infographics continue to appear in many different types of texts, it is important for students to understand their purpose and how to use them (Roberts et al, 2015). The Infographic Instruction Framework provides teachers and students with opportunities to widely explore infographics, analyze the ways in which the words, graphics, and design work together, and create infographics to represent information in a complex, visually appealing format.…”

Section: Resultsmentioning

confidence: 99%

(Info)Graphically Inclined: A framework of infographic learning

Smith¹,

Robertson²

2021

The Reading Teacher

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Infographics are appearing in children’s magazines, picture books, and informational texts. Understanding, and ultimately creating, these complex visual representations of information or data requires higher level thinking skills to analyze and understand how the text and graphics work together to convey meaning. The authors provide a framework for infographic exploration, investigation, creation, and integration into larger writing pieces. Each phase of the framework includes specific considerations to assist teachers in scaffolding their students’ infographic learning. Providing students with support through exposure to many types of infographics and modeling infographic interpretation prepares students to critically examine and use infographics as they encounter them both in and out of school.

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“…Although graphics possess the potential to facilitate readers' comprehension (e.g., Carney & Levin, 2002;Hannus & Hyönä, 1999), and graphical comprehension skills represent a unique contribution to overall comprehension (Roberts et al, 2015), they also add to text complexity (Renkl & Scheiter, 2017). As such, readers experience a cost-benefit interaction with graphics.…”

Section: Why Do We Need a Review Of Graphics' Contribution Tomentioning

confidence: 99%

Do You Get the Picture? A Meta-Analysis of the Effect of Graphics on Reading Comprehension

et al. 2020

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Although convergent research demonstrates that well-designed graphics can facilitate readers’ understanding of text, there are select situations where graphics have been shown to have no effect on learners’ overall text comprehension. Therefore, the current meta-analytic study examined 39 experimental studies published between 1985 and 2018 measuring graphics’ effects on readers’ comprehension. We first quantified the overall effect on reading comprehension. Then, we considered interactions with learners’ characteristics, graphic types, and assessment formats. Our analysis revealed that the inclusion of graphics had a moderate overall positive effect (Hedges’s g = 0.39) on students’ reading comprehension, regardless of grade level. Regarding graphic type, we did not find a significant difference among pictures, pictorial diagrams, and flow diagrams. Only when compared to mixed graphics, pictures had a greater effect on comprehension. Additionally, compared with true and false assessments, graphics differentially benefited students’ comprehension on open-ended comprehension assessments and mixed format assessments. Implications for future research are presented.

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Relationship Between Graphical Device Comprehension and Overall Text Comprehension for Third-Grade Children

Cited by 33 publications

References 36 publications

A Content Analysis of Visuals in Elementary School Textbooks

A Content Analysis of Visuals in Elementary School Textbooks

(Info)Graphically Inclined: A framework of infographic learning

Do You Get the Picture? A Meta-Analysis of the Effect of Graphics on Reading Comprehension

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