Literaturnachweis - Detailanzeige
| Autor/in | Jian, Yu-Cin |
|---|---|
| Titel | The Immediate and Delayed Effects of Text-Diagram Reading Instruction on Reading Comprehension and Learning Processes: Evidence from Eye Movements |
| Quelle | In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 3, S.727-752 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Jian, Yu-Cin) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0922-4777 |
| DOI | 10.1007/s11145-020-10089-3 |
| Schlagwörter | Visual Aids; Reading Instruction; Reading Strategies; Reading Comprehension; Learning Processes; Eye Movements; Retention (Psychology); Illustrations; Elementary School Students; Grade 4; Decoding (Reading); Instructional Effectiveness |
| Abstract | Reading strategy instruction has been an important area in educational psychology for decades, however, research has primarily focused on its influence on learning outcomes rather than learning processes; reading pure texts rather than illustrated texts; and immediate effect rather than retention effect. This study used an eye-tracker to investigate the immediate and delayed effects of text-diagram reading instruction on reading comprehension and learning processes in illustrated text reading. Fourth-grade students with high (N = 66) and low reading ability (N = 66) were randomly assigned to one of three groups: a text-diagram group who received text-diagram instruction which emphasized diagram decoding and integration of relevant textual and pictorial information, a placebo group who received instruction which emphasized comprehension monitoring, and a control group which received no reading instruction. All participants read four illustrated science texts for a baseline check, instructional example, immediate testing, and delayed testing. The results showed that the effect of text-diagram instruction was more evident in the immediate test than the delayed test. The eye-movement pattern showed that the students who received text-diagram reading instruction spent significantly more reading time on illustrations, made more integrative transitions between text and illustrations, and spent a higher proportion of total reading time on illustrations in immediate and delayed reading situations than the other groups. Overall, this study developed an effective text-diagram instruction method to promote reading comprehension, identified the reading processes underlying the effect of text-diagram strategy instruction, and depicted the changing appearances of reading instruction intervention over time. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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