NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1196715
Record Type: Journal
Publication Date: 2018
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0827-3383
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
Noll, Anna; Roth, Jurgen; Scholz, Markus
International Journal of Special Education, v33 n3 p616-629 2018
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.
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A