Visual Literacy: A Neglected Component. Final Report.

Autor/inn/en	Forlizzi, Lori A.; Askov, Eunice N.
Institution	Pennsylvania State Univ., University Park. Inst. for the Study of Adult Literacy.
Titel	Visual Literacy: A Neglected Component. Final Report.
Quelle	(1993), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Reading Programs; Attitude Change; Curriculum Development; High School Equivalency Programs; Literacy Education; Models; Multisensory Learning; Pretests Posttests; Program Effectiveness; Reading Attitudes; Skill Development; Student Attitudes; Teacher Attitudes; Visual Literacy; Vocabulary Development + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Attitudinal change; Einstellungsänderung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Analogiemodell; Sensorische Stimulation; Reading behavior; Rading behaviour; Leseverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Lehrerverhalten; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Wortschatzarbeit
Abstract	A visually oriented educational model that was originally developed for use with children was adapted for use with adults in an adult basic and literacy education class. The four-step visual literacy model required students to perform the following actions while reading an entire novel: visualize, inquire, read, and apply. A General Educational Development (GED) teacher and a life skills teacher were trained to use the model with students. Ten GED and five life skills students completed the entire program, including pre- and posttests. An additional 12 students started the program but did not complete it for various reasons. A comparison of the 15 completers' pre- and posttest scores indicated that the students achieved gains in knowledge of general and Spanish vocabulary but no significant gains in general knowledge. The students' attitudes toward fiction became more positive at the end of the project. When interviewed and asked to complete attitude surveys, the teachers and students alike were enthusiastic about the program and felt that the materials and activities helped the students develop comprehension and thinking skills. (Appended are the assessment instruments, interview questions, and student attitude survey results.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC