FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W623575071> ?p ?o ?g. }

• W623575071 endingPage "68" @default.
• W623575071 startingPage "60" @default.
• W623575071 abstract "Ask teachers what many students do when they encounter a map, a chart, or a graph in printed or digital text, and they will likely say, skip it. But visual graphic aids often contain important information essential for an extended understanding of the content under study. Authors include these devices to condense, expand, or elaborate on key concepts. In fact, the Common Core State Standards include the need to help students integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital (Common Core State Standards Initiative, 2010, RH.6-8.7).The ability to gain knowledge from information that is observed and not in the conventional sense is termed visual literacy, and it is one of the five communication processes: reading, writing, listening, speaking, and viewing. Here we examine visual literacy as it relates to the types of graphic aids most prevalent in both digital and traditional texts. We include a review of the research on visual displays in informational text, and then we visit an eighth grade social studies classroom in which the teacher, Ms. Kelly, uses the road (Wood, Lapp, Flood, & Taylor, 2008) to help students develop strategic reading skills and the use of graphic aids in textbook and online sources in social studies.How strategy guides help teachers and studentsStrategy guides are designed by teachers to help guide students through the reading of multiple sources of material related to the topic studied. They can consist of combinations of activities such as questions, statements, or manipulatives and may require students to write, chart, or draw their responses individually, with partners, or as groups. Well-designed strategy guides can serve as tutors in print form, directing students to multiple sources of information while simultaneously guiding them to the most important content. The reading road map strategy guide (Wood, et al., 2008) takes students on a journey through a text using a road map format, directing them to slow down, speed up, or skip certain textual sites along the way.Teachers can develop strategy guides with a creative flair to entice students to want to read the material and engage in the task. Teachers with whom we have worked have designed guides with a racetrack theme, in the shapes of countries or parts of the body (e.g., the heart and its valves, the digestive system, the circulatory system), or even in the form of characters from a story. We have also shown how a teacher can use a perspective strategy guide that asks students to role-play and take on the perspective of a character by first selecting and personalizing an avatar from www.voki.com (Wood, Lapp, Stover, & Yearta, in press). Here, students in the primary grades use the koala bear avatar and record their voices as they become a character in Mem Fox's (1988) story, Koala Lou. We can use strategy guides to teach a number of skills including perspective-taking, summarizing, retelling, predicting, drawing conclusions, making inferences, and, in this case, how to focus students' attention on the visual aids in text.Research on visual displays in informational textText structure and informational text have received a lot of attention from teachers and researchers since Duke (2000) explained the importance of including informational text in the classroom and of exposing children to this genre as early as possible. Proficiency with informational text is especially important when you consider that informational texts represent the majority of texts adults read (Moss, 2004) and 70-80% of text in standardized tests (Daniels, 2002).One of the key differences between narrative and informational texts is the use of visual displays. Maps, tables, graphs, and diagrams are commonly found in informational texts to further explain or clarify concepts. To develop students' understanding of informational text, they must learn how to read and interpret these visual displays. …" @default.
• W623575071 created "2016-06-24" @default.
• W623575071 creator A5001522589 @default.
• W623575071 creator A5010955444 @default.
• W623575071 creator A5068261091 @default.
• W623575071 creator A5091455183 @default.
• W623575071 date "2012-03-01" @default.
• W623575071 modified "2023-09-25" @default.
• W623575071 title "Don’t Skip the Graphics! Focusing Students’ Attention on the Visual Aids in Digital and Traditional Texts" @default.
• W623575071 cites W1496523069 @default.
• W623575071 cites W1988602982 @default.
• W623575071 cites W2000501320 @default.
• W623575071 cites W2003869809 @default.
• W623575071 cites W2061805538 @default.
• W623575071 cites W2078163868 @default.
• W623575071 cites W2135032760 @default.
• W623575071 cites W77703787 @default.
• W623575071 doi "https://doi.org/10.1080/00940771.2012.11461822" @default.
• W623575071 hasPublicationYear "2012" @default.
• W623575071 type Work @default.
• W623575071 sameAs 623575071 @default.
• W623575071 citedByCount "3" @default.
• W623575071 countsByYear W6235750712015 @default.
• W623575071 countsByYear W6235750712017 @default.
• W623575071 countsByYear W6235750712018 @default.
• W623575071 crossrefType "journal-article" @default.
• W623575071 hasAuthorship W623575071A5001522589 @default.
• W623575071 hasAuthorship W623575071A5010955444 @default.
• W623575071 hasAuthorship W623575071A5068261091 @default.
• W623575071 hasAuthorship W623575071A5091455183 @default.
• W623575071 hasConcept C121684516 @default.
• W623575071 hasConcept C142362112 @default.
• W623575071 hasConcept C145420912 @default.
• W623575071 hasConcept C153349607 @default.
• W623575071 hasConcept C15744967 @default.
• W623575071 hasConcept C19417346 @default.
• W623575071 hasConcept C21442007 @default.
• W623575071 hasConcept C41008148 @default.
• W623575071 hasConcept C49774154 @default.
• W623575071 hasConceptScore W623575071C121684516 @default.
• W623575071 hasConceptScore W623575071C142362112 @default.
• W623575071 hasConceptScore W623575071C145420912 @default.
• W623575071 hasConceptScore W623575071C153349607 @default.
• W623575071 hasConceptScore W623575071C15744967 @default.
• W623575071 hasConceptScore W623575071C19417346 @default.
• W623575071 hasConceptScore W623575071C21442007 @default.
• W623575071 hasConceptScore W623575071C41008148 @default.
• W623575071 hasConceptScore W623575071C49774154 @default.
• W623575071 hasIssue "4" @default.
• W623575071 hasLocation W6235750711 @default.
• W623575071 hasOpenAccess W623575071 @default.
• W623575071 hasPrimaryLocation W6235750711 @default.
• W623575071 hasRelatedWork W2355862304 @default.
• W623575071 hasRelatedWork W2358577407 @default.
• W623575071 hasRelatedWork W2386067591 @default.
• W623575071 hasRelatedWork W2501569022 @default.
• W623575071 hasRelatedWork W2748952813 @default.
• W623575071 hasRelatedWork W2899084033 @default.
• W623575071 hasRelatedWork W4243738451 @default.
• W623575071 hasRelatedWork W4245890920 @default.
• W623575071 hasRelatedWork W4246418678 @default.
• W623575071 hasRelatedWork W4252386424 @default.
• W623575071 hasVolume "43" @default.
• W623575071 isParatext "false" @default.
• W623575071 isRetracted "false" @default.
• W623575071 magId "623575071" @default.
• W623575071 workType "article" @default.