Effects of Illustrations on Learning Disabled Students' Reading Performance

Rose, Terry L.; Robinson, Helen H.

doi:10.2307/1510316

Cited by 7 publications

(3 citation statements)

References 10 publications

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“…Still others may not look at them at all. Surely the usefulness of graphic aids varies from reader to reader, but previous research suggests that they may be less useful for poor readers than for other readers (Braun, 1969;Harber, 1980Harber, , 1983Koenke & Otto, 1969;Rose & Furr, 1984;Rose & Robinson, 1984;Willows, 1978). The research reported here investigated one possibility for improving poor readers' use of graphic aids in text, namely supplying them with explicit instructions in the text to attend to the graphic aids available.…”

mentioning

confidence: 99%

Good and Poor Readers' Use of Explicitly Cued Graphic Aids

Reinking¹,

Hayes²,

McEneaney³

1988

Journal of Reading Behavior

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This study investigated the effects of explicitly cuing graphic aids in accompanying text. Specifically, the study attempted to determine if various cuing conditions would affect differently good and poor readers' comprehension of the text, attention to graphic aids, and recall of information displayed in graphic aids. Three expository passages each accompanied by two graphic aids were developed. One graphic aid displayed information that was redundant to the text; a second graphic aid displayed information that was non-redundant but related to the text. Good and poor seventh-and eighth-grade readers read these passages under five different conditions. Under one condition no graphic aids accompanied the text. Graphic aids accompanied the text in the remaining conditions that represented four levels of cuing: no cuing, general cuing, specific cuing, and combined cuing. Results of comprehension tests for each passage and a post-experiment graphics test were analyzed using analysis of variance procedures. Major conclusions were that explicit cuing increases attention to graphic aids and recall of information displayed in graphic aids that are redundant to the text. In addition, poor readers' comprehension of illustrated text is improved by explicit cuing of graphic aids.

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mentioning

confidence: 99%

Good and Poor Readers' Use of Explicitly Cued Graphic Aids

Reinking¹,

Hayes²,

McEneaney³

1988

Journal of Reading Behavior

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“…Graphics have no effect on comprehension of written text A number of studies (e.g., Brookshire, Scharff, & Moses, 2002;Miller, 1938;Rose & Robinson, 1984) conducted with children found that the presence of graphics had no effect on the participants' comprehension. For example, Brookshire et al (2002) randomly assigned first-and third-grade students to one of three conditions for reading a narrative text designed specifically for the experiment: text-only, text plus illustrations, and illustrations-only (for which the students were told the names of the characters and instructed to make up a story).…”

Section: Comprehension Of Graphicsmentioning

confidence: 99%

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

Norman

2011

Read Writ

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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.

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“…Although illustrations can make materials more attractive, and thus more interesting, some experts have argued that illustrations can have a detrimental effect on LD students' reading, particularly if students have poorly developed basic reading skills or if the pictures present ambiguous or inaccurate information (cf. Harber, 1983;Rose & Robinson, 1984;Rose, 1986). The most important questions regarding illustrations, however, may center on the quality of the picture.…”

Section: Exceptional Childrenmentioning

confidence: 99%

Teaching Reading to Learning Disabled Students: A Review of Research-Supported Procedures

Graham¹,

Johnson²

1989

focusXchild

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According to a model presented by Graham (1985), several factors can jointly or independently affect students' pursuits during learning. The most important of these is the student's entry behavior. The knowledge, skills, motivation, and so forth that students bring to the task can have a powerful impact on learning. A student's classroom peers also can have a direct influence (either positive or negative) on pupil pursuits. In co'operative learning situations, for example, peers can affect a student's pursuits through encouragement or by offering assistance. The student's teacher represents a third and powerful factor that can directly affect a pupil's pursuits. Teachers can (a) direct and support the actions of students through the external provisions of the lesson; (b) attempt to change the student's entry behaviors into more preferred ones; and (c) develop arrangements that promote mutual assistance among students during learning. Although Graham's model only briefly mentioned the role of the family, the actions of a child's parents or guardians also can have a strong impact on student learning.This article focuses primarily on the effects of teacher behaviors and activities. First, it examines research-based teacher-directed activities administered before, during, or after the lesson (or any combination of these). Next, it presents procedures that teachers can use to change students_' entry behaviors (both reading skills and strategic behaviors). Finally, it discusses teachers' arrangement of peers and the impact of the student's family. TEACHER ARRANGEMENT OF THE READING LESSON Selecting Reading MaterialOne of the most important tasks in. designing an effective lesson is to select or construct materials that are attractive, well organized, and at the appropriate level (Graham, 1985). In reading, teachers and researchers commonly classify materials as being at the student's independent (easy to read), or instructional (difficult enough to require teacher Steve Graham is an Associate Professor and LeAnn Johnson is a Doctoral Candidate, both in the Special Education Department at the University of Maryland. Most of the studies included in this review were conducted with students in elementary or secondary schools who had been identified as LO by the researchers or the participating school system. A few studies were included that examined the effects of specific teaching procedures with disabled readers of average intelligence; these students had not been identified as LO. Not included in this review were studies examining the effects of available commercial programs (e.g., Distar), summer school instruction, or modality/learning style adaptations. Also not included were studies investigating the effects of indirect training (e.g., problem-solving training) on reading performance. The instructional procedures reviewed were presented within the framework of a model of the teaching-learning process proposed by Graham (1985). The central tenet of this model is that academic learning is a direct result of students'...

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Effects of Illustrations on Learning Disabled Students' Reading Performance

Cited by 7 publications

References 10 publications

Good and Poor Readers' Use of Explicitly Cued Graphic Aids

Good and Poor Readers' Use of Explicitly Cued Graphic Aids

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

Teaching Reading to Learning Disabled Students: A Review of Research-Supported Procedures

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