Differentiating Reading Profiles of Children with Specific Comprehension Deficits from Skilled Readers: A Systematic Review

The primary goal of the present systematic review was to examine the criteria and measures used for assessing students with specific comprehension deficit (SCD), who have adequate decoding skills, but still perform poorly on reading comprehension assessments. From a systematic review of 32 studies, we found four predominant selection approaches for classifying students with SCD and a wide range of measurements of reading skills used to distinguish students with SCD from skilled readers. In addition, to develop a reading profile for students with SCD, we performed a meta-analysis to quantify the characteristics of SCD by comparing their reading skills to those of skilled readers. Results revealed that students with SCD demonstrated deficits in oral language (i.e., vocabulary and listening comprehension) and reading comprehension, despite adequate decoding and fluency skills. Their reading comprehension deficits (Hedges’s g = −3.28) were also more severe than their oral language deficits (Hedges’s g = −0.95). We provide recommendations and implications for future researchers and classroom teachers

A Content Analysis of Visuals in Elementary School Textbooks

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

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

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

The Impact of Visual Graphics on K-12 Students’ Learning Across Disciplines

The primary focus of the dissertation is to investigate the impact of visual graphics on K-12 students’ learning across disciplines. However, before this research line can be fully inquired, we should first understand the characteristics of graphics that students frequently encountered in classrooms and the current status of research. Therefore, this dissertation encompasses three connected studies: a) a content analysis of characteristics of graphics in elementary students’ textbooks, b) a critical analysis of research in visual literacy, c) a systematic review on the impact of visual graphics on K-12 students’ learning across disciplines. The first study shows nine major types of graphics and 54 sub-types, indicating that students frequently encounter a diverse range of graphics. Additionally, the types and functions of graphics significantly differed between the two disciplines of social studies and science. My second study critiqued the methodology quality of current research regarding the effect of visual graphics on students’ learning, identifying trends in rigor and in limitations. Additionally, models of research with high-level rigors were present to improve research in visual literacy. Finally, study three synthesized 44 pre-screened articles. Findings distinguished three types of visual graphics: author-provided, student-completed, and student-generated graphics and discussed their effectiveness on students’ learning across disciplines. Findings show that simply using graphics do not guarantee a positive learning effect. To promote students’ learning, teachers could provide support to guide them acquire multiple skills to integrate information from multimodal text

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

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.publishedVersio

Developing Teachers as Writers: Teacher Candidates\u27 Perceptions of Digital Multimodal Composition

With the emergence of digital composing tools and daily immersion in social media, email, and other forms of digital writing, today\u27s teachers must be prepared to teach writing with multimodality. Thus, it is important that teacher educators create experiences that allow candidates to compose digitally and reflect on the implications for K-12 instruction. One promising practice, digital storytelling, is a pedagogical practice for K-12 and teacher education that supports writing development, writer identity, and digital literacies. This chapter discusses research examining the ways that integration of a digital storytelling project invited teacher candidates to experience the multimodal, digital composing process as a way to develop their own writing with technology and consider the implications for teaching writing

Examining Pre-Service Teachers\u27 Perceptions and Understanding of Visual Literacy Instruction

Despite the importance of promoting visual literacy in content instruction, there is scant research investigating pre-service teachers’ perceptions and understandings of visual literacy instruction. To fill these research gaps, we developed a unit in a literacy methods course that integrated visual literacy and social studies instruction for preservice teachers. In this qualitative study, we analyzed 65 elementary and secondary pre-service teachers’ reflections after the unit. Findings revealed that a majority of pre-service teachers developed a positive attitude toward visual literacy (instruction), demonstrated better understanding of visual displays (ViDis) and visual literacy skills, and recognized the advantages of using ViDis for teaching and learning. Finally, we provided implications for teacher educators and future endeavors to promote more effective visual literacy instruction

Using Think-Alouds to Support and Enhance English Language Learners\u27 Comprehension of Multimodal Texts

Research has demonstrated that elementary students may not be skilled interpreters of multimodal science texts (McTigue & Flowers, 2010). This challenge may be enhanced for English language learners (ELLs), whose language skills are still developing. Therefore, in this qualitative case study, we implement think-aloud protocols to understand three striving ELL readers’ comprehension processes and use of comprehension strategies. Then we collaborated with three pre-service teachers to design individualized comprehension instructions. After 7-weeks of intensive tutoring, findings show students were able to use a greater variety comprehension strategies. Classroom implications are discussed to provide best instructional practice for striving ELL readers

The Impact of Visual Displays on Learning Across the Disciplines: A Systematic Review

The current systematic review aimed to investigate in what ways the incorporation of visual display tasks benefits K-12 students’ content-area learning. After screening 1693 articles at abstract level and a systematic evaluation of methodological quality, we synthesized 44 articles for this review. The qualitative synthesis of the studies is organized by categories of interaction with visual displays (ViDis), instructional support, and types of knowledge and learning. Overall findings indicate the simple inclusion of visual displays does not guarantee a positive learning effect. More detailed findings distinguish three categories of ViDis: author-provided, student-filled-in, and student-created visual displays. Furthermore, we discuss each category’s effectiveness for students’ learning. Additionally, findings on retention and information comprehension are mixed when students are either provided with ViDis or complete ViDis themselves. However, the integration of ViDis in K-12 classrooms indicate highly promising results for enhancing students’ higher-level learning (i.e., analyzing, evaluating, applying, and creating). Finally, we provided practical implications for K-12 teachers and recommendations for future research

Critical Analysis of Research on the Impact of Visual Literacy for Learning: Strengths, Weaknesses and Recommendations for Improvement

The current systematic review aimed to investigate in what ways the incorporation of visual display tasks benefits K-12 students’ content-area learning. After screening 1693 articles at abstract level and a systematic evaluation of methodological quality, we synthesized 44 articles for this review. The qualitative synthesis of the studies is organized by categories of interaction with visual displays (ViDis), instructional support, and types of knowledge and learning. Overall findings indicate the simple inclusion of visual displays does not guarantee a positive learning effect. More detailed findings distinguish three categories of ViDis: author-provided, student-filled-in, and student-created visual displays. Furthermore, we discuss each category’s effectiveness for students’ learning. Additionally, findings on retention and information comprehension are mixed when students are either provided with ViDis or complete ViDis themselves. However, the integration of ViDis in K-12 classrooms indicate highly promising results for enhancing students’ higher-level learning (i.e., analyzing, evaluating, applying, and creating). Finally, we provided practical implications for K-12 teachers and recommendations for future research