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ERIC Number: EJ1082657
Record Type: Journal
Publication Date: 2016
Pages: 32
Abstractor: As Provided
ISSN: ISSN-0270-2711
Student Thinking Processes While Constructing Graphic Representations of Textbook Content: What Insights Do Think-Alouds Provide?
Scott, D. Beth; Dreher, Mariam Jean
Reading Psychology, v37 n2 p286-317 2016
This study examined the thinking processes students engage in while constructing graphic representations of textbook content. Twenty-eight students who either used graphic representations in a routine manner during social studies instruction or learned to construct graphic representations based on the rhetorical patterns used to organize textbook content produced think-aloud responses while constructing graphic representations. Responses indicated that both groups of students needed to restate text while writing, but knowledge of rhetorical patterns appeared to facilitate students' ability to discriminate between main ideas and details, understand relationships between ideas, and, generally, engage the text more deeply. Implications for instruction are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A