Deaf and Hard of Hearing Readers and Science Comics: A Mixed Methods Investigation on Process

Deaf and hard of hearing (DHH) students bring diverse language and literacy backgrounds to the task of academic reading, which becomes increasingly complex and abstract in the upper grades. Teachers often differentiate their instruction by providing multimedia resources, of which students interact with verbal and pictorial information. A growing body of research supports multimedia learning; however, most of the studies have focused exclusively on learning outcomes, leaving teachers in the dark about the cognitive processes underlying these effects. This mixed methods study addresses this gap by using a nonfiction comic to investigate the reading processes of DHH 7th -12th grade students. Eye tracking and cued retrospective protocol were employed in a concurrent nested design to answer the question, how do DHH students read and learn from multimedia science texts? This study was guided by the cognitive theory of multimedia which states that reading comprehension is better supported when learning from words and pictures rather than words alone, especially when readers cognitively integrate the two representations to form a coherent mental model. Temporal and sequential eye tracking results revealed that readers’ transitions between related words and pictures were a statistically significant variable in explaining factual knowledge learning outcomes. These strategic shifts in attention were further explained by readers’ retrospective verbal reports of their thinking. Students’ descriptions of their vii reading processes were interpreted into the following themes: repairing, connecting representations, passive transitions, and connecting to self. The integration of quantitative and qualitative methods at the interpretation stage revealed that although the theme of repairing was equally distributed across all student reports, the theme of connecting representations was largely present in the reports from students who made high counts of integrative transitions. The major findings of this study align with the cognitive theory of multimedia, that students’ learning outcomes were significantly predicted by the deliberate strategies to cognitively integrate words and pictures to form and maintain a coherent mental model. The discussion includes ways in which teachers can capitalize on explicit modeling of these behaviors and employ students’ “think alouds” to better understand and support the development of effective multimedia reading processes

Investigating Reading Behavior and Inference-making in Advanced L2 Reading Comprehension Assessment Tasks

Despite the ubiquity of reading comprehension tasks in English language proficiency tests (or sections of tests), the constructs underlying successful reading comprehension in English as a second/additional language at the advanced academic level are still not completely understood. Part of the reason for this gap in the current state of knowledge comes from how existing models of second language reading neglect higher-order reading skills. Many reading assessments overly target language proficiency skills and assume the transfer of first language literacy skills, leaving unexamined the higher-order skills of language learners who become skilled academic readers in their second or additional language. This study seeks to address the dearth of research on higher-order reading skills in advanced second language reading comprehension by examining the activation of these skills in realistic L2 reading comprehension tasks. A reading comprehension test with three different tasks (MC questions, cloze, and summary) was developed and administered to 102 second language English and multilingual undergraduate and graduate students studying at a university in the US. Eye-movement behavior was recorded during these tasks, and each reading task was followed by a sentence verification task to measure activation of inferencing. Eye-movement behavior and inferencing are compared across the reading tasks, and additionally compared to language proficiency and reading comprehension scores. The tasks each elicited distinct patterns of reading behavior: the cloze task elicited careful local reading, the MC task elicited expeditious linear reading, and the summary task elicited both careful global reading and expeditious strategies. Cloze scores were closely related to language proficiency, but also related to reasoning ability and processing efficiency. MC scores were unrelated to proficiency. They were instead related more to reasoning ability and were predicted by readers’ ability to efficiently process the MC questions. Inferencing ability was only predictive of score in the summary task. Summary scores were additionally influenced by global attention to the text, processing efficiency, reading motivation, and language proficiency. Implications for the use of each task as L2 reading assessment are discussed, as well as implications for the teaching of second language reading

Scenario pedagogy as a negotiated, multimodal approach to developing professional communication practices in higher education

Includes bibliographical references.The focus of this study is pedagogy - the 'how' of teaching. In particular, a negotiated and multimodal pedagogical approach which I have coined scenario pedagogy is of interest. Scenario pedagogy involves embedding an entire curriculum into a topical and authentic scenario, relevant to a particular group of students in higher education. The course in question is professional communication and the target group comprises senior and post-graduate accounting and other finance and information systems students registered in the commerce faculty. They are not communication students per se but register for a one-semester professional communication course towards their respective commerce degrees. In this study I examine how these students develop their professional communication practices using a wide variety of verbal and visual semiotic resources. Their selection of hybrid discursive, generic and modal resources are foregrounded at both draft and final product stage and include their communicative processes as well as the material artefacts they deliver in class. How students instantiate their meaning making and emerging identity as professionals-to-be is highlighted against a pedagogical framework of negotiated design. This framework combines a multiliteracies cum multimodal perspective which is underpinned by the notion of transformed practice. As pivotal elements of transformation - personally, collectively and societally - education and communication play significant roles, particularly in post-Apartheid South Africa still characterised by enormous socio-economic disparities and disadvantage

The role of phonology in visual word recognition: evidence from Chinese

Posters - Letter/Word Processing V: abstract no. 5024The hypothesis of bidirectional coupling of orthography and phonology predicts that phonology plays a role in visual word recognition, as observed in the effects of feedforward and feedback spelling to sound consistency on lexical decision. However, because orthography and phonology are closely related in alphabetic languages (homophones in alphabetic languages are usually orthographically similar), it is difficult to exclude an influence of orthography on phonological effects in visual word recognition. Chinese languages contain many written homophones that are orthographically dissimilar, allowing a test of the claim that phonological effects can be independent of orthographic similarity. We report a study of visual word recognition in Chinese based on a mega-analysis of lexical decision performance with 500 characters. The results from multiple regression analyses, after controlling for orthographic frequency, stroke number, and radical frequency, showed main effects of feedforward and feedback consistency, as well as interactions between these variables and phonological frequency and number of homophones. Implications of these results for resonance models of visual word recognition are discussed.postprin

Interactive effects of orthography and semantics in Chinese picture naming

Posters - Language Production/Writing: abstract no. 4035Picture-naming performance in English and Dutch is enhanced by presentation of a word that is similar in form to the picture name. However, it is unclear whether facilitation has an orthographic or a phonological locus. We investigated the loci of the facilitation effect in Cantonese Chinese speakers by manipulating—at three SOAs (2100, 0, and 1100 msec)—semantic, orthographic, and phonological similarity. We identified an effect of orthographic facilitation that was independent of and larger than phonological facilitation across all SOAs. Semantic interference was also found at SOAs of 2100 and 0 msec. Critically, an interaction of semantics and orthography was observed at an SOA of 1100 msec. This interaction suggests that independent effects of orthographic facilitation on picture naming are located either at the level of semantic processing or at the lemma level and are not due to the activation of picture name segments at the level of phonological retrieval.postprin

It\u27s not as thick as it looks: Unpacking the rehearsal practices of theatre professionals and the significance for the teaching of reading and writing

The purpose of my study was to identify and describe the components of theatre rehearsal and their implications for the teaching of reading and writing. Using qualitative methods of inquiry such as direct and participant observation and group and individual interviews, I documented the rehearsal process and literacy practices of members of a professional theatre company that performs only in academic environments. In analyzing the data I used Anderson and Jack\u27s strategies for listening and determined that there are four major components of theatre rehearsal: chunking (the breaking down of the script into smaller, more manageable pieces), repetition (the constant, purposeful repeating of the text), encouragement (the acknowledgement of the actor\u27s effort), and response (the verbal or non-verbal reaction to the other three components). These components provide opportunities for collaboration and discussion; they provide time to think about and discuss the choices being made; and they provide opportunities to use other tools and strategies such as visualization, inquiry or exploration, and self-evaluation. I believe using these rehearsal strategies to teach reading and writing can provide the same opportunities for our students. There is much discussion in the field of education about creating communities of learners. Rehearsal can help us create such communities because it can provide us with opportunities to teach our students that learning is a constant rehearsal. We must teach our students to do more than just choose the appropriate response. We must teach them to recognize what they know about their own learning and thinking, and we must provide them with opportunities to demonstrate what they know about reading and writing. We must give them the chance to demonstrate not only that they can read and write but that they understand what they are doing when they read and write

Manga Vision

Manga Vision examines cultural and communicative aspects of Japanese comics, drawing together scholars from Japan, Australia and Europe working in areas as diverse as cultural studies, linguistics, education, music, art, anthropology, and translation, to explore the influence of manga in Japan and worldwide via translation, OEL manga and fan engagement. This volume includes a mix of theoretical, methodological, empirical and professional practice-based chapters, examining manga from both academic and artistic perspectives. Manga Vision also provides the reader with a multimedia experience, featuring original artwork by Australian manga artist Queenie Chan, cosplay photographs, and an online supplement offering musical compositions inspired by manga, and downloadable manga-related teaching resources

Writing for mobile media: The influences of text, digital design and psychological characteristics on the cognitive load of the mobile user

Text elements on the mobile smartphone interface make a significant contribution to the user’s interaction experience. In combination with other visual design features, these words curate the path of the mobile user on a journey through the information to satisfy a specific task. This study analyses the elements that influence the interpretation process and optimum presentation of information on mobile media. I argue that effective digital writing contributes to reducing the cognitive load experienced by the mobile user. The central discussion focuses on the writing of text for this medium, which I suggest forges an entirely unique narrative. The optimum writing approach is based on the multi-dimensional characteristics of hypertext, which allow the writer to facilitate the journey without the user losing control of the interpretation process. This study examines the relationship between the writer, the reader and the text, with a unique perspective on the mobile media writer, who is tasked with achieving balance between the functionality and humanity of digital interaction. To explore influences on the development of the relevant writing techniques, I present insights into the distinctive characteristics of the mobile smartphone device, with specific focus on the screen and keyboard. I also discuss the unique characteristics of the mobile user and show how the visual design of the interface is integral to the writing of text for this medium. Furthermore, this study explores the role, skills, and processes of the current and future digital writer, within the backdrop of incessant technological advancement and revolutionary changes in human-computer behaviour

The impact of a digital children's literature program on primary students' reading motivation

This qualitative study stemmed from a concern of the perceived decline in students' reading motivation after the early years of schooling, which has been attributed to the disconnect between the media students are accustomed to using outside the classroom and the media they predominantly use within the classroom. This research documented the effectiveness of a digital children's literature program and a postreading multimedia program on eight grade 1 students' reading motivation, word recognition, and comprehension abilities. Eight students were given ten 25-minute sessions with the software program over 15 weeks. Preprogram, interim-program, and postprogram qualitative data were collected from students, teachers, and parents through questionnaires, interviews, standardized reading assessment tools, classroom observations, field notes, and student behaviour observation checklists. Findings are summarized into 3 themes. The motivational aspects and constructivist styles of instruction in the digital reading programs may have contributed to 5 student participants' increased participation in online storybook reading at home. Qualitative data revealed that the digital children's literature program and multimedia postreading activities seemed to have a positive influence on the majority of grade 1 student participants' reading motivation, word recognition, and listening comprehension skills. These findings suggest the promise of multimedia and Internet-based reading software programs in supporting students with reading andlor behavioural difficulties. In keeping with current educational initiatives and efforts, increased use of media literacy practices in the grade 1 curriculum is suggested