Using a picture-embedded method to support acquisition of sight words

Strauber, Chris; Sorcar, Piya; Howlett, Claire; Goldman, Sally A.

doi:10.1016/j.learninstruc.2019.101248

Cited by 8 publications

(6 citation statements)

References 31 publications

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“…Contrary to the position of picture superiority, Amrhein et al (2002) found that words produced a faster response than pictures, and that pictures did not have the advantage of easier access to semantic memory. Strauber et al (2020) observed that past studies have revealed that words embedded with images afforded no advantage over text alone. Ensor et al (2019), in their work comprising four experiments to test the physical distinctiveness account of the PSE, found that although coloured pictures were recognised better than distinctive words, distinctive words were significantly better recognised than black and white pictures.…”

Section: Picture Superiority Effectmentioning

confidence: 98%

“…For example, Ensor et al (2019) advanced that coloured pictures are significantly easier for students to comprehend than words. Conversely, Strauber et al (2020) put forward that past studies have shown that incorporating images delivers no advantage over using text alone. However, in their own enquiry, Strauber and his colleagues found positive effects as stated in the following: "Children in the pictureembedded word condition performed significantly higher than those in the word-alone condition on an immediate post-training test and later retention tests."…”

Section: The Impact Of Image-driven Stimulimentioning

confidence: 99%

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The Impact of Image-Driven Stimuli on Malaysian Young Learners’ Receptive and Productive Vocabulary

Ai Lin,

Bee Choo,

Ganapathy

et al. 2023

APJEE

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In Malaysia’s present scenario, competency in English is not a surety despite it being part of the curriculum from the very start of primary education. In view of the importance of lexical knowledge in language development and the hypothesised superiority of pictorial stimuli, the present study tested the effectiveness of an image-driven intervention for receptive and productive vocabulary knowledge development among Malaysian Year 1 students. A quasi-experimental design was utilised, involving Experimental and Control groups (totalling 159 participants). Three tiers of testing were administered – pre-testing, post-testing to measure for recall, and delayed post-testing for retention. The Experimental group experienced five imagedriven sessions designed for lexical development (one session per week, 30 minutes per session). The Control group was not accorded the same treatment. Approximately 90% of the participants belonged to the B40 (Bottom 40%) group – the group with the lowest income level in Malaysia. Despite the lack of statistical significance, our findings on the whole show development with respect to the participants’ lexical knowledge after experiencing the image-driven intervention, with raw scores clearly indicating receptive and productive vocabulary improvement at both the recall and retention stages. The study’s findings extend the current knowledge base, especially within the Malaysian domain which suffers from an unfortunate lack of similar studies focusing on lower primary learners. Also, the results appear promising (with only five treatment sessions) and pave the way for more research concerning the effectiveness of the intervention among young ESL/EFL learners.

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Section: Picture Superiority Effectmentioning

confidence: 98%

Section: The Impact Of Image-driven Stimulimentioning

confidence: 99%

The Impact of Image-Driven Stimuli on Malaysian Young Learners’ Receptive and Productive Vocabulary

Ai Lin,

Bee Choo,

Ganapathy

et al. 2023

APJEE

View full text Add to dashboard Cite

show abstract

“…Teachers should be aware, however, that at present the research is not yet clear on the best design principles for flash cards. Strauber et al (2020) found from a review of the research no reported positive effects for flash card designs that were simple picture pairing, such as the word printed on the front of a card, with a picture on the back, or pictures next to words on the same side of the card. However, based on an intervention with 69 kindergarten children (ages 4-5), they report positive effects for flash cards that incorporate graphics which draw attention to the alphabetic code.…”

Section: Pedagogy and The New Sight Wordsmentioning

confidence: 99%

“…These flash card designs are known as pictorially modified orthography or embedded picture mnemonics, for example, drawing the letter "s" as a snake (Miles & Ehri, 2019). Strauber et al (2020) additionally recommend choosing images that occur in frequent phrases, for example, a picture of a whole pie inside the letter "a" of the word "all" on flash card, which draws attention to the "a" in "all" and also allows for bridging phrases such as "all the pie" to be used during instruction. While research might not as yet provide us with the final word on optimal design principles of flash card design, teachers should consider how they can design their own flash cards to promote decoding from the cpb sight words.…”

Section: Pedagogy and The New Sight Wordsmentioning

confidence: 99%

The CPB Sight Words: A New Research‐Based High‐Frequency Wordlist for Early Reading Instruction

Green,

Keogh,

Prout

2024

The Reading Teacher

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This paper focuses on one of the most widely used resources by reading teachers duringearly‐emergent literacy, the high‐frequency wordlists commonly called ‘sight words. Existing sight word resources available to teachers are extremely outdated and/or methodologically unsound. In this Teaching and Learning in Action article, a new research‐based listof high‐frequency words is released for teachers, the Children’s Picture Book Sight Words (cpb sight words).

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“…The given excerpts illustrate how helpful the participants found the use of sight words, sounds and images in facilitating learners' attainment of the required EHL comprehension skills. Indeed, many reports indicate that matching words with semantically related pictures facilitates word recognition and memorythereby showing that pictorial stimuli reinforce and facilitate learning and comprehension of new words and text (Chien 2015;Hazamy 2009;Strauber al. 2020).…”

Section: Creativity Through the Use Of The 'Special Reading Book' For...mentioning

confidence: 99%

Teaching English home language to foundation phase learners from diverse backgrounds

Mtshali

Mashiya

2022

SAJCE

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Background: Teaching English as home language (EHL) could be a complicated process in a country like South Africa, where there are eleven official languages operating in a multicultural society. This requires capacitating teachers with appropriate and relevant strategies to strengthen their teaching, especially in the foundation phase.Aim: This paper examines the appropriateness and relevance of the extant strategies for teaching EHL comprehension skills to foundation phase learners from diverse language backgrounds.Setting: This study was conducted in King Cetshwayo District, KwaZulu-Natal, South Africa.Methods: This was a qualitative case study involving four purposively selected grade one teachers in one urban primary in South Africa. Data were gathered through in-depth interviews, field observations and document analysis. Content analysis was used to analyse the data.Results: The two main findings were that (a) the teaching of EHL comprehensions skills lacked the appropriate strategies, and (b) the teachers faced several challenges – including operating under an unclear policy framework, the paucity of strategies in phonological awareness, and the lack of appropriate reflection images to which the learners could be exposed to improve their skills.Conclusion: The study concludes that adequate and regular professional teacher development programmes and activities are needed to enable teachers to do their work more effectively.Contribution: By closely and systematically examining the strategies used by teachers who were non-native English speakers, to teach EHL to leaners who were also non-native English speakers, this study has made important contributions to both attendant theory and classroom practice.

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Using a picture-embedded method to support acquisition of sight words

Cited by 8 publications

References 31 publications

The Impact of Image-Driven Stimuli on Malaysian Young Learners’ Receptive and Productive Vocabulary

The Impact of Image-Driven Stimuli on Malaysian Young Learners’ Receptive and Productive Vocabulary

The CPB Sight Words: A New Research‐Based High‐Frequency Wordlist for Early Reading Instruction

Teaching English home language to foundation phase learners from diverse backgrounds

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