External representations (ERs), such as diagrams, animations, and dynamic models are vital tools for communicating and constructing knowledge in biochemistry. To build a meaningful understanding of structure, function, and process, it is essential that students become visually literate by mastering key cognitive skills that are essential for…

Considers whether linguistic models can be used to examine how information is structured in the screen media. Highlights differences between language and screen media that make the transference difficult. Raises interesting questions about media literacy and whether screen media may have important perceptual and cognitive effects. (JMF)

Explores how visual (pictorial) and verbal (linguistic) systems work together and influence each other as young children create symbol systems. Finds that, for young children, color plays a key role in communicating messages. Shows how art and writing (especially color and light) influence each other in children's literacy development. (SR)

As children begin to grasp the basic functions of literacy, they become engaged in meaning-making that alternates between and/or combines oral language, written and printed symbols, drawings, and other formats. This article examines the benefits to children of an integrated approach to literacy, highlighting the Reggio Emilia approach, and offers…

Three of four severely retarded adolescents and young adults learned to use computer-based lexigrams to request foods and, subsequently, objects. Additional request experience with lexigrams resulted in consistent improvement on labeling and comprehension tasks, emergence of subject-initiated lexigram communications, and facilitation of spoken…

Explores young children's mark-making in a domestic play setting. Suggests mark-making indicates aspects of the relationship between semiotic and conceptual development. Focuses on contexts in which mark-making occurs and on the authenticity of the learning events in which children participate. (DLH)