Abstract
Using analysis of oral reading and eye movements, this study examined how third grade children used visual information as they orally read either the original or the adapted version of a picturebook. Eye tracking was examined to identify when and why students focused on images as well as what they looked at in the images. Results document children’s deliberate use of images and point to the important role of images in text processing. The content of images, availability and placement of text and images on a page, and children’s personal strategies affected the use of images.
Highlights
Using analysis of oral reading and eye movements, this study examined how third grade children used visual information as they orally read either the original or the adapted version of a picturebook
Proponents of children’s literature have long argued that images are a crucial part of the text (Genette, 1997; Golden & Gerber, 1990; Higgonet, 1990), and research has suggested that children use verbal and visual information to construct meaning (Duckett, 2001; Hannus & Hyönä, 1999; Mason, Tornatora & Pluchino, 2013)
Children who read the adapted version seemed to have difficulty determining which pictures of the verbal text were related to the various images on one page of the story as shown by their transitions between images and print
Summary
Using analysis of oral reading and eye movements, this study examined how third grade children used visual information as they orally read either the original or the adapted version of a picturebook. More recently greater attention has been paid to how readers use a variety of information available in texts, both verbal (words) and visual (non-verbal), to construct meaning (Duckett, 2001; Macken-Horiak, 2004; Unsworth, 2004) These visual aspects of texts are highly important in electronic sources (Frey & Fisher, 2008) and in the various offline paper sources read by adults (newspapers, magazines, informational texts) and children (content textbooks, graphic novels, picturebooks). Basal reader anthologies, material frequently used for reading instruction, often consist of adaptations of picturebooks that involve deletion of illustrations and re-arrangement of verbal text (Feathers & Bocheneck, 2006; Reutzel & Larson, 1995) These adaptations provide opportunities to examine the role of images in picturebooks by comparing children’s reading of adapted and original versions. Volume 17, Issue 1, 2015 or an adaptation of the picturebook in a reading anthology designed for second grade students
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