This study aimed at finding out the influence of visualization on students’ reading comprehension ability. Quantitative approach was employed in carrying out this research. The data were collected through test as it was the main instrument of this study. The data analysis was carried out using manual statistics calculation to find out the mean score before and after the treatment. From the result, it was obtained that the most effect that visualization has is on the inferring; second, it is on details; then it is followed by main idea. The smallest influence is made on vocabulary. Thus, it can be concluded that visualization while reading can help students a lot in terms of inferring, details, and main idea.
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International journal of academic research in business & social sciences
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Reading and Writing
Research on comprehension of written text and reading processes suggests a greater use of reading processes is associated with higher scores on comprehension measures of those same texts. Although researchers have suggested that the graphics in text convey important meaning, little research exists on the relationship between children’s processes prompted by the graphics in informational text and their overall comprehension of the same texts. In this study, 30 second-graders read 2 informational texts, were prompted to share their thinking whenever they looked at a graphic, retold each text in their own words, and answered 8 comprehension questions about each text. Correlations between students’ scores on the post-reading comprehension measures and the reading processes prompted by the graphics suggested that: (1) the number of times any process was prompted by the graphics was significantly correlated with scores on the retelling measure for one book, but not for the retelling measure of the other book or for the comprehension question measure for either book; (2) there were no significant correlations between the number of different processes prompted by the graphics and students’ scores on any comprehension measure; (3) a number of individual processes were positively correlated with retelling and/or comprehension question scores.
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The present study investigated the effect of visualization on reading comprehension through multimedia-based texts. To do this, a group of 60 Iranian intermediate EFL learners who studied English in a language institute of Rasht were selected through a language proficiency test. They were randomly divided into three equal groups, each with 20 EFL learners: multimedia-based texts with static visuals, multimedia-based texts with dynamic visuals and control group with no visualization. They were provided with reading texts which was in these three formats. The results of independent sample t-test showed that there is a significant difference between different types of visualizations (static and animation) in their performance on reading comprehension of multimedia-based texts. More specifically, it was found that dynamic type of visualization is more effective in enhancing EFL learners' reading comprehension. The results of this study proved that reading comprehension while using d.
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Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa
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This quantitative research study was conducted to see what effect teaching fifth grade students techniques on how to visualize before they read would have on their comprehension. Twenty fifth-grade students from a heterogeneous elementary class in a suburb of Western New York were part of the study. Each student was given an individual copy of The Witch and the Wardrobe in class. During this five-week period, the students independently read the chapters assigned to them. They then received either a standard lesson and cloze test or a visualization lesson and cloze test directly following each chapter. The data gathered from the cloze comprehension tests were analyzed and calculated by the instructor. A! test was used and determined that the chapters with direct instruction in visualizing· did have a statistically significant effect on student comprehension. Implications for further research include the possibility to conduct this same study on another literature piece of a different.
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STAGING KNOWLEDGE AND EXPERIENCE: HOW TO TAKE ADVANTAGE OF REPRESENTATIONAL TECHNOLOGIES IN EDUCATION AND TRAINING?
Abstract. We tested the assumption that global spatial information is rapidly extracted from causal system pictures and can be used as a mental scaffold to support mental model construction and thus comprehension of text (scaffolding assumption). Students (N= 84) learned about the structure and function of pulley systems from text or from text with previous presentation of a picture for 600ms, 2sec, or self-paced. Students' eye movements on blank screen while listening to text and comprehension of the pulley system's functioning were .
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