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Fostering Reading Comprehension of Learning Tasks with Pictorial Symbols: A Qualitative Study of the Subjective Views and Reading Paths of Children with and without Special Needs

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Title: Fostering Reading Comprehension of Learning Tasks with Pictorial Symbols: A Qualitative Study of the Subjective Views and Reading Paths of Children with and without Special Needs
Language: English
Authors: Noll, Anna, Roth, Jurgen, Scholz, Markus
Source: International Journal of Special Education. 2018 33(3):616-629.
Availability: International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Reading Comprehension, Pictorial Stimuli, Reading Skills, Reading Improvement, Reading Instruction, Eye Movements, Special Needs Students, Special Education, Fractions, Symbolic Learning, Learning Disabilities, Foreign Countries, Secondary School Students, Visualization
Geographic Terms: Germany
ISSN: 0827-3383
Abstract: How can barriers in reading be reduced? Adding symbols to assignments could be one possibility for enhancing readability and, therefore, providing students with poor reading skills with access to learning material. This qualitative interview and eye-tracking study aims to acquire a first insight into how students rate and perceive the addition of symbols to texts. Students with special educational needs (N = 6) and without special educational needs (N = 6) participated. All students worked on tasks that were designed as an introduction to fractions. The study shows that the participants rated the additional symbols positively and utilized them without a prior explanation. Furthermore, the symbols were mainly used by the students to gain a holistic understanding of the assignments.
Abstractor: As Provided
Number of References: 37
Entry Date: 2018
Accession Number: EJ1196715
Database: ERIC
FullText Links:
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  Data: Fostering Reading Comprehension of Learning Tasks with Pictorial Symbols: A Qualitative Study of the Subjective Views and Reading Paths of Children with and without Special Needs
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Special+Education%22"><i>International Journal of Special Education</i></searchLink>. 2018 33(3):616-629.
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  Data: International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
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  Data: How can barriers in reading be reduced? Adding symbols to assignments could be one possibility for enhancing readability and, therefore, providing students with poor reading skills with access to learning material. This qualitative interview and eye-tracking study aims to acquire a first insight into how students rate and perceive the addition of symbols to texts. Students with special educational needs (N = 6) and without special educational needs (N = 6) participated. All students worked on tasks that were designed as an introduction to fractions. The study shows that the participants rated the additional symbols positively and utilized them without a prior explanation. Furthermore, the symbols were mainly used by the students to gain a holistic understanding of the assignments.
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      – Text: English
    PhysicalDescription:
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        PageCount: 14
        StartPage: 616
    Subjects:
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Pictorial Stimuli
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Reading Improvement
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Eye Movements
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Fractions
        Type: general
      – SubjectFull: Symbolic Learning
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Visualization
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      – SubjectFull: Germany
        Type: general
    Titles:
      – TitleFull: Fostering Reading Comprehension of Learning Tasks with Pictorial Symbols: A Qualitative Study of the Subjective Views and Reading Paths of Children with and without Special Needs
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            NameFull: Roth, Jurgen
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