Impacts on Science Reading Comprehension and Interest: Do Pictures Always Help English Learners?

• In Event: 44.075 - Trends in L2 Writing and Literacy Research

Abstract

This random assignment experimental study explored the effectiveness of representation + glossary label visuals on science outcomes of 174 seventh-grade ELs. ANCOVA results indicated that, regardless of English proficiency, adding this type of visuals made no significant difference in ELs’ science reading comprehension or interest. These findings suggest that, although recommended by literature, representation + glossary label visuals for ELs may be associated with deleterious (seductive detail) rather than beneficial (dual coding) effects. Higher level visuals (organization, interpretation, transformation) may be needed to better support ELs, necessitating additional research in this area. Regression results indicated that triggered science interest predicted science reading comprehension above and beyond English proficiency, suggesting the importance of instructionally stimulating this interest type. Implications are discussed.

Authors

• Yuliya Ardasheva, Washington State University - Tri-Cities

• Anna Karin Roo, Washington State University - Pullman

• Zhe Wang, Washington State University - Pullman

• Olusola Olalekan Adesope, Washington State University