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Pictures and words together: Using ...

Free, Wendy Paige.

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Pictures and words together: Using illustration analysis and reader-generated drawings to improve reading comprehension.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Pictures and words together: Using illustration analysis and reader-generated drawings to improve reading comprehension./
作者:	Free, Wendy Paige.
面頁冊數:	203 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4434.
Contained By:	Dissertation Abstracts International65-12A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3156075
ISBN:	0496167685

Pictures and words together: Using illustration analysis and reader-generated drawings to improve reading comprehension.
Free, Wendy Paige.

Pictures and words together: Using illustration analysis and reader-generated drawings to improve reading comprehension. - 203 p.

Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4434.

Thesis (Ed.D.)--The Florida State University, 2004.

Comparing art learning activities with standard academic communications led to investigation of interactions between visual and verbal communication. The feasibility of working with pictures and words together to increase understanding and to determining whether thinking skills practiced in art class could be applied to non-visual materials was studied.

ISBN: 0496167685Subjects--Topical Terms:

1018432
Education, Art.

Pictures and words together: Using illustration analysis and reader-generated drawings to improve reading comprehension.
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500 $a Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4434.
500 $a Major Professor: Tom Anderson.
502 $a Thesis (Ed.D.)--The Florida State University, 2004.
520 $a Comparing art learning activities with standard academic communications led to investigation of interactions between visual and verbal communication. The feasibility of working with pictures and words together to increase understanding and to determining whether thinking skills practiced in art class could be applied to non-visual materials was studied.
520 $a Reading comprehension tests determined effects of researcher-provided and student-drawn illustrations on understanding text. Two programs of instruction, analyzing and drawing illustrations, were study treatments for my art students. Reading comprehension pre- and posttests for study and control groups determined treatment effects. Statistical analysis indicated whether text illustrations and study treatments significantly impacted reading comprehension. Student profiles allowed consideration of individual characteristics in response to study variables. Qualitative descriptions of student and researcher behaviors provided additional data for analysis.
520 $a Results showed significant increases in reading comprehension with researcher-illustrated versus unillustrated texts. Inference and factual questions were answered more correctly. When drawing text illustrations, students answered factual questions more correctly than with unillustrated texts. Treatment of picture analysis instruction produced no significant effects. Treatment of illustration drawing instruction increased reading comprehension. Two subgroups of the study population, black students and reading-disabled, demonstrated greater improvement than cohorts with researcher-illustrated tests.
520 $a Inquiry into assisting teachers and students create effective text illustrations is called for. Development of guidelines to help educators create text illustrations and methods of instruction for creating effective drawn illustrations is recommended. Cooperation of art and language arts teachers to promote learning with pictures and words could increase student success in building and demonstrating knowledge. With reading comprehension crucial to academic achievement, helping poor readers increase understanding by providing picture illustrations is imperative.
520 $a I continue researching learning activities involving pictures and words. My art curriculum focuses upon working with picture/text representations. Art critiques emphasize images' communicative content. Production activities include pictures and words in process and product and emphasize communicative content. Considering study findings, concurring cognitive science, and contemporary communication trends, I hope educators will evaluate their instructional methods and employ strategies of working with pictures and words to benefit students. Teaching visual communication in art class should secure art within the curriculum.
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