Journal article
Representation visuals' impacts on science interest and reading comprehension of adolescent English learners
The Journal of educational research (Washington, D.C.), Vol.111(5), pp.631-643
09/03/2018
Handle:
https://hdl.handle.net/2376/121469
Abstract
This experimental study explored the impact of representation + glossary label visuals on science outcomes in a sample of 174 Grade 7 English learners (ELs). Analysis of covariance results indicated that, regardless of English proficiency, ELs in both treatment and control conditions performed similarly on reading comprehension (p = .26) and triggered interest (p = .65) measures, with a trend in means favoring the no-visuals, control group. These findings suggest that, although recommended by the literature, representation + glossary label visuals for ELs may be associated with deleterious (seductive details) rather than beneficial (dual coding) effects. Additional research is needed on higher-level visuals (organization, interpretation, transformation) to identify visual accommodations most effective in supporting ELs' science learning. Regression analysis results indicated that triggered situational interest predicted science reading comprehension above and beyond English language proficiency, suggesting the importance of instructionally stimulating this interest type. Implications for theory and practice are discussed.
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Details
- Title
- Representation visuals' impacts on science interest and reading comprehension of adolescent English learners
- Creators
- Yuliya Ardasheva - Department of Teaching and Learning, Washington State University Tri-CitiesZhe Wang - Department of Educational Leadership, Sport Studies, Educational/Counseling Psychology, Washington State University PullmanAnna Karin Roo - Department of Teaching and Learning, Washington State University PullmanOlusola O Adesope - Department of Educational Leadership, Sport Studies, Educational/Counseling Psychology, Washington State University PullmanJudith A Morrison - Department of Teaching and Learning, Washington State University Tri-Cities
- Publication Details
- The Journal of educational research (Washington, D.C.), Vol.111(5), pp.631-643
- Academic Unit
- Education, College of
- Publisher
- Routledge
- Grant note
- Washington State University (10.13039/100007588)
- Identifiers
- 99900601056601842
- Language
- English
- Resource Type
- Journal article