Kathryn L. Roberts

Diagrams, Timelines, and Tables—Oh, My! Fostering Graphical Literacy

The Common Core State Standards place unprecedented emphasis on visual text—appropriately so, as visual components are increasingly ubiquitous in many kinds of text. This shift in emphasis requires substantial changes in our teaching. Concepts of print need to be expanded to include concepts of graphics, and specific graphical devices, such as diagrams, timelines, and tables, need to become the focus of systematic instruction. This article shares research-based instructional practices that may support childrens development in this increasingly important area.

Relationship between Graphical Device Comprehension and Overall Text Comprehension for Third-Grade Children.

This study examined relationships between reading comprehension, known predictors of reading comprehension (i.e., cognitive flexibility, fluency, reading motivation and attitude, vocabulary), and graphical device comprehension. One-hundred fifty-six third graders completed assessments of known predictor variables and an assessment tapping comprehension of graphical devices commonly found in age-appropriate informational texts: captioned pictures, insets, surface diagrams, cross-sectional diagrams, flow charts, timelines, and tables. Graphical device comprehension was strongly correlated with reading comprehension, rs = 0.49, p (one-tailed) < 0.01. Regression analyses, including known and new variables, revealed that graphical device comprehension accounted for 12.81% of the resulting standardized model predicting general reading comprehension.

Seeing Is Believing: Promoting Visual Literacy in Elementary Social Studies.

This study addresses the following questions: Does professional development (PD) designed to meet third-, fourth-, and fifth-grade teachers’ pedagogical and content needs influence how teachers teach and engage with graphical devices found in social studies texts? If so, what effect does that instruction and engagement have on students’ comprehension of those devices and social studies reading materials that contain them? We worked with teachers and students in a context-embedded PD series that emphasized literacy skills specific to standards that address accessing and sharing information (Common Core State Standards for English Language Arts) as social studies specialists (e.g., historians, geographers, economists; C3 Framework), with a particular focus on the graphical devices commonly found in social studies instructional materials (i.e., captioned images, maps, tables, timelines). Using teacher interviews, curricular materials, field notes, and student pre- and post-assessments as data sources, we explain the impact of this intervention on teaching and learning.

Comprehension Strategy Instruction During Parent–Child Shared Reading: An Intervention Study

This study examined the effectiveness of a series of workshops and at-home activities designed to teach parents to integrate comprehension strategy instruction into read-alouds with their pre-kindergarten-aged children. Twenty parent–child dyads were randomly assigned to condition and parents in the experimental (workshop) condition were taught to engage their children in retelling, recognition, and use of story structure elements, activation and use of prior knowledge, and talking about text. Results revealed significant changes in interaction patterns between parents and children in the experimental group reflecting the strategies, as well as significant effects on childrens comprehension. Findings indicate that children are capable of strategically comprehending text well before they are reading connected text independently and that a low-intensity intervention with parents can facilitate the process.

Getting the Bigger Picture: Children’s Utilization of Graphics and Text

Abstract This study examined 30 second graders’ patterns of attention to graphics (e.g., maps, diagrams, photographs, illustrations) and their illustration extensions (e.g., captions, labels) in two informational texts, and how students processed these items (e.g., creating narrative or evaluating). Results indicate that students do tend to study different types of graphics and read different types of illustration extensions with differing frequency and use differing reading processes. Hypothesized reasons for these findings and suggestions for future research are discussed.

Timelines: An Opportunity for Meeting Standards through Textbook Reading

In this article we identify opportunities for students to use timelines and textbooks to meet standards. Through the use of timelines, textbooks, and selected activities, upper elementary and middle school students are able to (1) be engaged in content area reading and writings; (2) understand large themes in social studies including time, continuity, and changes; and (3) participate in the inquiry process.

More Than Mere Motivation: Learning Specific Content Through Multimodal Narratives

ABSTRACT This study explores the possibilities for learning content that might accompany the use of an historically accurate graphic novel as part of a language arts instructional unit. During a 6-day unit, 16 sixth grade students engaged in graphic novels in ways that support comprehension, both in the context of a graphic novel text set and a specific novel, One Dead Spy. Through qualitative and quantitative analysis, we evaluated student learning of content related to the topic of the American Revolution. Results indicate that engaging students in instruction around the novel built the background knowledge on the topic, as well as increasing their understanding of the topic as measured by a free-recall assessment. In addition, the unit posttest indicated significant learning around conceptual ideas.

The three R’s: reading, (W)Riting, and researching through multi-genre project

Purpose The purpose of this paper is to examine how the authors, two teacher educators, planned for and guided 23 students (teacher candidates) through a multi-genre historical inquiry experience, integrating instruction on the Inquiry Arc and writing process, during a co-taught literacy and social studies methods course. The authors describe the ways in which the students demonstrated both active and passive participation and resistance to this process/project, and the related implications. Design/methodology/approach Using an action research approach, this paper reports analysis and interpretation of lesson plans, course materials, debriefing notes, field notes, student response notebooks and intermediate and final inquiry project artifacts. Findings All students demonstrated gains in content knowledge through their products, oral presentations, group discussions, or conferences with the authors; and all gained experience with the Inquiry Arc and process writing. Many students saw the benefits of collaboration and social construction of knowledge as they moved toward more central participation. Practical implications Instructors cannot mandate full participation in any task, but can influence the conditions (i.e. pedagogy, task, scaffolding) to increase the possibility of positive peer interactions and learning. Originality/value This paper contributes to the knowledge of teaching and learning innovation in teacher preparation coursework.