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Exploring the Impact of Contrasting Cases in Text and Picture Processing

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Author

Summary, in English

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.

Publishing year

2013

Language

English

Pages

15-38

Publication/Series

Journal of Visual Literacy

Volume

32

Issue

2

Document type

Journal article

Publisher

International Visual Literacy Association

Topic

  • Human Aspects of ICT

Keywords

  • contrasts
  • multimodal learning
  • phonological ability
  • qualitative analysis
  • reading comprehension
  • text-picture integration

Status

Published

ISBN/ISSN/Other

  • ISSN: 1051-144X