First Graders' Reading Science: The Role of Visual Representations and Visual-Textual Cohesion

• In Event: Moscone Center North Roundtable Session 14
  In Roundtable Session: The Use of Visual Representations for Science Learning

Abstract

The NGSS (2013) emphasize that science and literacy are interwoven and synergistic rather than isolated. Notably, as children investigate phenomena, they must learn scientific words and ways of talking as well as master reading skills specific to science. The goal of this project was to examine how visual representations (VRs) and their relationship to text supported first graders reading, meaning-making, and learning from science texts. Results show that complex VRs were more beneficial than simple VRs for students in constructing understanding of complex science ideas. This study brings new understandings to the field of literacy and is an important step toward meeting the needs of children who will be held accountable for learning from informational texts throughout their schooling.

Author

• Alison Knight Billman, University of California - Berkeley