Moore, P. J., & Scevak, J. J. (1997). Learning from texts and visual aids: A developmental perspective. Journal of Research in Reading, 20(3), 205-223.

Moore, P.; Scevak, J.

1997

Moore, P. J., & Scevak, J. J. (1997). Learning from texts and visual aids: A developmental perspective. Journal of Research in Reading, 20(3), 205-223.

The aims of this research were to investigate the ways in which students in primary and secondary schools process texts and accompanying visual aids and to ascertain any developmental patterns. Think-aloud protocols were gathered from 119 Grade 5, Grade 7 and Grade 9 students while they read and studied grade-appropriate History and Science materials which contained both text and visual aids (tables, diagrams). Analyses of the think-aloud protocols yielded over 50 different processes, subsumed under 10 major categories. While the History results showed no reliable grade differences in the 10 think-aloud categories, the Science results showed developmental differences. Older students demonstrated a more diverse array of strategies, and explicit linking of text and visual aid information was not as evident in the younger students. ANOVAs following cluster analyses showed weak relationships between cluster membership and outcomes. Implications for instruction are discussed.

When we compared the Grade 5, 7 and 9 think-alouds, grouped into the 10 major categories we saw very little difference in the ways in which the students across the grades thought aloud about the History materials. By way of contrast, the reading of the Science materials produced several grade effects: the younger students addressed details more often than the older students. Our protocols showed that explicit linking of text and diagramma tic information is not readily utilised by the younger students.

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