ERIC Number: ED082143
Record Type: RIE
Publication Date: 1973-Apr
Reference Count: 0
Strategies in Reading Comprehension: II. Individual Differences in Learning from Pictures and Words.
Levin, Joel R.; And Others
This study sought to determine whether an individual learns relatively better from pictures than from words and whether such information can be applied to the learning of prose materials. A paired-associate learning task consisting of both pictorial and verbal items from which different types of learners could be reliably identified was developed. Based on this instrument, repeated classifications of a fourth-grade sample were found to be consistent. When applied to the comprehension of prose materials, the instrument served to identify those children for whom self-generated visual imagery constituted an effective organizational strategy. (TO)
Publication Type: N/A
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Note: Report from the Research Component "Conditions of School Learning and Instructional Strategies"