Integrated model of text and picture comprehension 1 Running head: INTEGRATED MODEL OF TEXT AND PICTURE COMPREHENSION Chapter 4 Integrated Model of Text and Picture Comprehension
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Scaffolding Comprehension and Recall Gaps: Effects of Paratextual Advance Organizers
Although filling the gap in reading comprehension gained momentum with the rise of the top-down approach, Vygotsky’ concept of scaffolding and the dual code theory provided a strong support for the use of paratext to enhance comprehension. Scaffolding is dependent on other-regulation, one type of which is object-regulation. From this vantage-point, various types of paratext can function as sou...
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In the present study we hypothesized that the gist representation of a picture (extracted from brief initial inspection) supports inference generation from subsequent text, which in turn should foster comprehension. Moreover, we proposed that longer inspection of a picture is necessary to provide learners with an alternative representation that fosters mental animation and recall. Participants ...
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Illustrated-fiction books are special forms of art that are the combination of text and picture. The relationship between text and picture in this genre is diverse and variegated, and has different effects on the audience; however, little research has been done about it. The goal of this research is to compare text/picture relationship in the selected Iranian and contemporary American-European ...
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The aim of the present study is to evaluate the effects on learning of the spatial integration of textual information incorporated in illustrations in the form of pop-up windows which are opened by the user. Three groups of students viewed illustrated texts depicting the functioning of the heart and the replication of the AIDS virus either with textual information presented below the picture, w...
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We examined the role of mental imagery skills on story comprehension in 150 fifth graders (10- to 12-year-olds), when reading a narrative book chapter with alternating words and pictures (i.e., text blocks were alternated by one- or two-page picture spreads). A parallel group design was used, in which we compared our experimental book version, in which pictures were used to replace parts of the...
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