Background: Language analytic ability is well researched in the context of foreign language acquisition but its role in the acquisition of grammar in the native language is under investigation. Objectives: Our study explored the influence of language analytic ability and print exposure on receptive grammar and reading comprehension in childhood.…

The current study examined the effects of first language (L1) textual and audio glosses along with the moderating effect of learners' visual and auditory perceptual style on second language (L2) vocabulary learning. The participants were first divided into two groups of auditory and visual learners based on their scores obtained from a learning…

We present an integrated theoretical framework guiding the use of visual narratives in educational settings. We focus specifically on the use of static and dynamic visual narratives to teach and assess inference skills in young children and discuss evidence to support the efficacy of this approach. In doing so, first we review the basis of the…

While it is hypothesized that providing instruction based on individuals' preferred learning styles improves learning (i.e., reading for visual learners and listening for auditory learners, also referred to as the "meshing hypothesis"), after a critical review of the literature Pashler, McDaniel, Rohrer, and Bjork (2008) concluded that…

The article examines high school students' writing composition practices in multimodal instructional environments. We use Rosenblatt's transactional theory to look across the findings of 2 studies that blend traditional and digital modes of instruction in order to explore how modal switching can support students' reading and writing. We also…

This article describes the visual nature of the reading process as it relates to reading speed. It points out that there is a physical limit on normal reading speed and beyond this limit the reading process will be different from normal reading where almost every word is attended to. The article describes a range of activities for developing…

It is necessary to provide a comprehensive program of visual literacy skill development to provide a firm foundation for reading comprehension. A taxonomy of visual literacy can suggest an outline for such a program. Once the student has been made aware of the desired thought processes in familiar contexts, it is then appropriate to guide the…

Presents an overview of research on using mental imagery to assist reading and listening comprehension, and provides practical suggestions for teaching students to use visual imagery to enhance comprehension. (SKC)

Examines how students use geographical maps in history and social studies textbooks for comprehension purposes. Reports training 32 eleventh graders to use maps as aids in their comprehension of information. Finds a positive impact upon comprehension and learning of the original training passage. (MG)

Works of art can be a valuable tool for teaching reading skills, such as visual discrimination, language experience, word recognition, vocabulary, reading comprehension, and other language arts skills. Classroom activities based on art work are described. Sources of art reproductions are noted. (PP)

The comparative effectiveness of correlated listening-reading and reading-only comprehension lessons was studied using high school retarded readers with varying sensory modality learning preferences. Over a one-semester period, comparable lessons were taught to two groups matched for IQ, age, reading grade level, and freedom from sensory defects.…

Describes a study of seventh graders learning to make and share meaning about literature through "sketch-to-stretch," an interpretive strategy involving the creation of symbols and pictures and other nonlinguistic signs to signify ideas generated through reading. Supports teaching that provides such shared opportunities for students. (TB)

THE VIEW THAT READING IS A ROTE, AUTOMATIC, CONDITIONED, NONMEANINGFUL PROCESS WHICH PRECEDES (THUS IS SEPARABLE FROM) COMPREHENSION IS CORROBORATED IN A TWO-PART INVESTIGATION. IN PART I, EVIDENCE IS PRESENTED TO SUPPORT THE POSITION THAT READING IS A NONMEANINGFUL PROCESS. IN PART II, A STUDY OF THE EFFICACY OF AN AUDITORY APPROACH TO…

Two main points are stressed in this essay: (1) Reading literature aloud to students is not only educationally sound, but for many youngsters, necessary; and (2) In order to help his students become critical listeners of the literature that is read to them, a teacher must build bridges between the youngsters' experience and that in the literature.…

This paper discusses research findings regarding vocabulary instruction and reading comprehension and suggests methods to develop vocabulary using visual aids. As indicated by the research, vocabulary instruction is necessary and can lead to improved comprehension; there also appears to be a strong need to relate concrete visual experiences to…