The effects of multimodal texts on science reading comprehension in Chilean fifth-graders: text scaffolding and comprehension skills

Meneses, Alejandra; Escobar, José-Pablo; Véliz, Soledad

doi:10.1080/09500693.2018.1527472

Cited by 33 publications

(25 citation statements)

References 41 publications

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“…Besides, the active classroom atmosphere that avoid boredom makes learners enjoyed the teaching-learning process and the genre of the text were very short story. In line with the present study, [8] on scaffolding students' expository text reading revealed that the highmultimodal scaffolding text significantly boosted science reading comprehension for whose comprehension were low. However, a comparison of posttest comprehension between conditions showed no significant differences till learners use hint to understand the history text and they finally performed significantly better on the posttest afterward.…”

Section: Discussionsupporting

confidence: 91%

“…The teacher is not fully aware of the benefits of implementing the scaffolding method on students' reading abilities. Third, a quasi-experimental study which developed a digital learning environment to scaffold students' expository text reading revealed that the high-multimodal scaffolding text significantly boosted science reading comprehension for low-skilled comprehends [8]. It is also in line with ter Beek et al [9] found no differences between conditions regarding students' selfregulated learning or motivation, but students' awareness of problem-solving reading strategies significantly increased in the experimental condition.…”

Section: Introductionsupporting

confidence: 61%

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Enhancing Reading Comprehension of Junior High School Students Through Scaffolding Instruction

Muzammil¹,

Saifullah²

2021

Advances in Social Science, Education and Humanities Research

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Scaffolding, as one of the structured-teaching learning strategies on language skills, has been developed worldwide including in Indonesian context. This paper investigates the effect of using scaffolding to enhance reading comprehension of ninth-grade students in SMP Negeri 04 Batu, East Java, Indonesia. The present study employs a quantitative research design which involves 30 participants (i.e. 12 males and 18 female), and their average ages are 15 years old. The instruments used in the study are pre-test and post-test besides questionnaire. The tests are done before and after using the scaffolding strategy and the questionnaire are used to identify the students' perception and feeling after the implementation of the strategy. Data analysis are carried out using paired-samples t-test and the questionnaire (5-Likert scales) are analyzed descriptively. The results of the study show a significant difference between before and after using the scaffolding strategy. It indicates that the scaffolding strategy practiced by the students could build their reading comprehension skills by means of steps by steps activity. Besides, the students feel more comfortable and eager to read more authentic reading material on account of this strategy. Therefore, it is recommended for teachers and syllabus designers to include scaffolding instruction to enhance the students reading comprehension.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionsupporting

confidence: 61%

Enhancing Reading Comprehension of Junior High School Students Through Scaffolding Instruction

Muzammil¹,

Saifullah²

2021

Advances in Social Science, Education and Humanities Research

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“…This study provides a range of cognitive functions that are afforded by pictures in science textbooks, which is currently lacking in recent studies on multiple and multimodal representations within science education (e.g. Ge et al, 2017;Meneses et al, 2018;Prain et al, 2009;Tang et al, 2014Tang et al, , 2019. Research in this area has begun to show how the semiotic affordances of a visual representation can contribute to science meaning-making.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, text must be read in the proper order while pictures support multiple entry points and various paths. These studies typically use a large unit of analysis (or grain size), such as an entire picture in its relationship with text (Ge et al, 2017;Meneses et al, 2018) or multiple representations (Prain et al, 2009;Tang, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

A taxonomy of cognitive image functions for science curriculum materials: identifying and creating ‘performative’ visual displays

Peterson

Delgado

Tang

et al. 2021

International Journal of Science Education

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Pedagogical content knowledge of science teachers includes knowledge of representational forms, such as visual displays. Past research has provided a general means to evaluate pictures, but is not fine-grained on features internal to pictures. Furthermore, many existing picture function typologies consider pictures as subservient to text, though pictures have their own explanatory power. We here adapt a general 'performative' image function typology into a science-specific taxonomy of cognitive image functions with fine-grained distinctions of design strategies related to interpretative processes. The authors, including science educators and graphic designers, refined and expanded functions of imagery using visual displays in science textbooks following a constant comparison method. The resulting performative image function taxonomy consists of a structural framework that distinguishes conceptual elements internal to pictures (i.e. concepts, entities, components, attributes, adjuncts, configurations); a process model that identifies three interpretative phases necessary to understand visual displays (i.e. approach, activity, outcome); and 17 functions across the interpretative phases. We demonstrate these functions through analysis of and modifications to visual displays from science textbooks. Many of the modifications presented here can be repeated with rudimentary drawing over existing illustrations (e.g. arrows, dividing lines, labels), and they are thus accessible to science teachers and students.

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“…The researcher prepared six monomodal texts in three different groups regarding intra-text cohesion (Kloser, 2013(Kloser, , 2016Meneses et al, 2018;Ozuru et al, 2009) (Appendix A). The first group has criteria of (1) including headings as expository text or research question, (2) body text as expository-informative or narrative-argumentative, (3) involving scientific process (hypothesis, research question, data, and conclusion) or not.…”

Section: Methodsmentioning

confidence: 99%

To What Extent Do Teachers of Gifted Students Identify Inner and Intermodal Relations in Knowledge Representation?

Gül

Çoştu

2021

msd

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Gifted students get bored of reading authoritative and descriptive multimodal texts. They need coherent, explanatory, and interactive texts. Moreover, because of the pandemic, gifted students took courses online, and teachers had to conduct their lessons on digital online tools with multimodal representations. They posted supplementary teaching materials as multimodal texts to the students. Hence, teachers of gifted students should pay attention to inner and intermodal relations to meet the needs of gifted students and support their learning experience. The research aims at examining to what extent teachers of gifted students identify inner and intermodal relations because before designing these relations, the teacher should recognize these types of relations. The educational descriptive case study was applied. Six experienced primary school teachers were involved. The data were analyzed via content analysis. The results showed that teachers just identified the primitive level of inner and intermodal relations. The conclusion can be drawn that several educational design research should be increased to construct professional development courses for teachers about this issue. Learning and applying inner and intermodal relations are crucial for teachers of gifted students, in addition to having curiosity, they have a high cognitive level in different areas, thus they demand advanced forms of multimodal texts.

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The effects of multimodal texts on science reading comprehension in Chilean fifth-graders: text scaffolding and comprehension skills

Cited by 33 publications

References 41 publications

Enhancing Reading Comprehension of Junior High School Students Through Scaffolding Instruction

Enhancing Reading Comprehension of Junior High School Students Through Scaffolding Instruction

A taxonomy of cognitive image functions for science curriculum materials: identifying and creating ‘performative’ visual displays

To What Extent Do Teachers of Gifted Students Identify Inner and Intermodal Relations in Knowledge Representation?

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