Abstract
This article presents the major findings of a longitudinal study on the use of photograph-based assignments to improve higher-order thinking and language skills among second- and fifth-grade students using an intervention framework and a convergent mixed method (quantitative and qualitative) approach. The method promoted oriented study skills for students with an accent in the combination of higher-order thinking strategies, reading skills, and photo-elicitation. Participants in the second grade attained a level close to participants in the fifth grade. Students with different levels of language skills in the intervention group progressed significantly compared with the control group.
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