Exploring the Impact of Contrasting Cases in Text and Picture Processing
(2013) In Journal of Visual Literacy 32(2). p.15-38- Abstract
Abstract Multimodal learning materials are frequently met in education assuming enhanced learning outcomes. This study examined whether contrasts in such materials are likely to support reading comprehension for all readers. Young adults (n=46) met either text-only or text+picture material. Participants (19 with low phonological awareness [PA] and 27 controls with high PA) thereafter answered open interview questions to check for reading comprehension. Learning materials were designed to focus readers on aspects critical to understanding the content by the use of contrasts; eye-tracking was used as method. Well-known pictures aided information recall, but contrasts described in the text were most effective for learning.
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/4246474
- author
- Wennås Brante, Eva ; Holmqvist Olander, Mona and Nyström, Marcus LU
- organization
- publishing date
- 2013
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- contrasts, multimodal learning, phonological ability, qualitative analysis, reading comprehension, text-picture integration
- in
- Journal of Visual Literacy
- volume
- 32
- issue
- 2
- pages
- 24 pages
- publisher
- International Visual Literacy Association
- external identifiers
-
- scopus:85017001541
- ISSN
- 1051-144X
- DOI
- 10.1080/23796529.2013.11674708
- language
- English
- LU publication?
- yes
- id
- 72be1c24-5e89-4031-9d08-9e2d76734f84 (old id 4246474)
- date added to LUP
- 2016-04-01 14:49:01
- date last changed
- 2023-09-05 14:53:10
@article{72be1c24-5e89-4031-9d08-9e2d76734f84, abstract = {{<p>Abstract Multimodal learning materials are frequently met in education assuming enhanced learning outcomes. This study examined whether contrasts in such materials are likely to support reading comprehension for all readers. Young adults (n=46) met either text-only or text+picture material. Participants (19 with low phonological awareness [PA] and 27 controls with high PA) thereafter answered open interview questions to check for reading comprehension. Learning materials were designed to focus readers on aspects critical to understanding the content by the use of contrasts; eye-tracking was used as method. Well-known pictures aided information recall, but contrasts described in the text were most effective for learning.</p>}}, author = {{Wennås Brante, Eva and Holmqvist Olander, Mona and Nyström, Marcus}}, issn = {{1051-144X}}, keywords = {{contrasts; multimodal learning; phonological ability; qualitative analysis; reading comprehension; text-picture integration}}, language = {{eng}}, number = {{2}}, pages = {{15--38}}, publisher = {{International Visual Literacy Association}}, series = {{Journal of Visual Literacy}}, title = {{Exploring the Impact of Contrasting Cases in Text and Picture Processing}}, url = {{http://dx.doi.org/10.1080/23796529.2013.11674708}}, doi = {{10.1080/23796529.2013.11674708}}, volume = {{32}}, year = {{2013}}, }