ERIC Number: EJ1189581
Record Type: Journal
Publication Date: 2018-Sep
Pages: 30
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-5984
EISSN: N/A
What Makes a Diagram Easy or Hard? The Impact of Diagram Design on Fourth-Grade Students' Comprehension of Science Texts
Coleman, Julianne M.; McTigue, Erin M.; Dantzler, John A.
Elementary School Journal, v119 n1 p122-151 Sep 2018
This experimental study examined how the presence of visual diagrams in 2 science texts affected the independent reading comprehension of 213 fourth-grade students in the southeastern United States. In addition, the relative impact of 3 diagram designs and layout (representational, interpretational, or integrated) was compared with a control. Prior knowledge was measured and statistically controlled for each text. Comprehension measures were a term-selection posttest and a reading comprehension posttest. Overall, on both texts, visual diagrams provide minimal or no added value to students' comprehension above the text-only conditions. Findings also indicated that the integrated diagram may create a condition of cognitive overload for some students. Implications for instructional material design are discussed.
Descriptors: Visual Aids, Design, Elementary School Students, Grade 4, Reading Comprehension, Science Education, Textbooks, Layout (Publications), Prior Learning, Reading Tests, Cognitive Processes, Difficulty Level, Instructional Design
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A