Do pictures impair sight word learning in beginning readers?
Item
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Title
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Do pictures impair sight word learning in beginning readers?
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Identifier
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d_2009_2013:121dc4e0a7fa:10674
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identifier
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10752
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Creator
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Senia, Alicia J.,
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Contributor
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Linnea Ehri
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Date
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2010
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Language
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English
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Publisher
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City University of New York.
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Subject
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Educational psychology | Reading instruction | beginning readers | full alphabetic readers | partial alphabetic readers | pictures | pictures as distractors | sight words
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Abstract
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In two experiments, the impact of pictures on learning to read words was examined in kindergartners, first graders, and second graders (N=72). The written words were either simplified spellings (e.g., DLR for dollar) or conventional spellings. The words were learned either with or without pictures of their meaning. In the first experiment, forty kindergarten and first grade students were assigned to groups and were taught to read 10 words. One group was taught to read simplified spellings of the words, half accompanied by pictures, and half without pictures present. The other group was taught the 10 words in their conventional spellings, also with pictures either present or absent. It was hypothesized that kindergartners, presumed to be in the partial alphabetic phase of reading would learn to read simplified spellings of words by sight equally well either with or without pictures, whereas they would learn to read conventional spellings better without pictures present. It was hypothesized that first graders, presumed to be full alphabetic readers, would not be distracted by the pictures in either the simplified or conventional spelling conditions because they would process the conventional spellings automatically. Results indicated that both kindergarteners and first graders were distracted by the presence of pictures when learning sight words, both in the simplified and conventional spelling conditions. Experiment 2 utilized the same design with full alphabetic students in the second grade. In addition, half of the students' attention was directed at the spellings of the words. Results provided mixed support for the hypothesis that the second graders would not be distracted by the pictures in learning to read the words. Pictures did not distract sight word memory when students' attention was directed at letter-sound correspondences in the words during learning. However, second graders were distracted by the presence of pictures when they had learned conventional spellings of words without attending to letter-sound relations in words during word learning.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Educational Psychology
