Impact of Drawing Instruction on Science Comprehension: A Study of Fourth-Grade Students With Varying Reading Skills (Poster 25)

• In Event: AERA Poster Session Sunday 9:50 a.m.
  In Poster Session: Poster Session II for the Special Interest Group Research in Reading and Literacy (SIG 11)

Abstract

This study examines the effects of different drawing instructions on science learning among fourth-grade students with varying reading skills. Utilizing a 2x3 experimental design, the research compares Organizational drawing, Representational drawing, and a Control group to evaluate their impacts on reading comprehension, metacomprehension accuracy, and sketch quality. The study involved 119 fourth-grade Chinese students, who were assessed on reading skills and then randomly assigned to one of the drawing instruction groups or the control group. Results indicated that Organizational drawing significantly improved sketch metrics compared to the Control group, with a moderate effect observed for reading comprehension. Although no significant interaction was found between drawing instruction types and reading skill levels, skilled readers performed better on comprehension tests than less-skilled readers.

Authors

• Daibao Guo, Boise State University

• Qi Si, University of Alabama