Katie McDermott Visual Literacy and the Use of Images in the Secondary Language Arts Classroom.

Katie McDermott

Visual Literacy and the Use of Images in the Secondary Language Arts Classroom

Context

• Spring Ridge Middle School• Three 7th grade classes• 2 standard, 1 honors • 90 minute blocks

Vocabulary Activities

• Mentor teacher already established routine• Weekly• Monday, introduce words• Vocabulary stories• Vocabulary cartoons/symbols/drawings

Literature

• Visual Literacy– The ability to understand and use images (Dallow, 2006)

• Images + Text = better comprehension (Avgerinou 2009; Butcher, 2006; Nesbit & Adescope 2006; Mayer & Sims, 1994; Metros, 2008)

• Using images in learning vocabulary

Research Question

• Will viewing images related to vocabulary improve student performance on quiz?

Methodology

1. Pre-test2. Introduce words3. View images4. Post-test

• 39 students completed both pre and post

Vocabulary QuizSelect the definition that most nearly defines the given word. 1) The word Clamor MOST NEARLY means:A. A loud noise or shouting, a noisy uproarB. Something that is very calm and peacefulC. To stop or break up something dangerousD. To be careful about what one says and does 2) The word Akin MOST NEARLY means:E. To slow down, stop or restrainF. Similar or alike in quality G. A lack of interest or concernH. An agreement between two groups

Akin

The two friends were akin in the way they dressed.

Affliction

The flu was the worst affliction I’ve ever had.

Clamor

I heard the clamor of people shouting and singing.

Gala

There was a gala at the firehouse to raise money for cancer patients.

Harmonious

We had a harmonious friendship after we resolved our fight

Incognito

The spy was incognito so his target wouldn’t recognize him

Mirth

The funny clown filled the room with mirth when he told jokes.

Patronize

The patronizing person was sarcastic and looked down on everyone.

Findings/Data

SR1 SR2 SR3 SR4 SR5 SR6 SR7 SR80

20

40

60

80

100

120

% Correct Response Pretest% Correct Response Posttest

Selected Response Items (Multiple choice Qs on the assessment)

Percentage of students selecting correct

answer on each Q

Item: SR1 A

SR2 B SR3 B SR4 B

SR5 D SR6 B SR7 D SR8 D

A 28 6 2 2 4 10 6 12B 5 18 28 15 7 20 14 10C 3 11 3 7 5 5 8 7D 3 4 6 6 23 4 11 8E (SR4only) 9

Pre Test:

Difficulty

p 0.717 0.461 0.717 0.384 0.589 0.512 0.282 0.205

Pre Test:

Discrimination Indexp(h) 0.78 0.57 0.78 0.57 0.78 0.94 0.42 0.36p(l) 0.63 0.31 0.63 0.21 0.42 0.05 0.15 0.05D 0.15 0.26 0.15 0.36 0.36 0.89 0.26 0.31

Pre/Post Discrimination

p(post) 1.0 0.97 0.97 0.92 0.94 1.0 1.0 0.92p(pre) 0.72 0.46 0.72 0.38 0.59 0.51 0.28 0.20D(ppd) 0.28 0.51 0.25 0.54 0.35 0.49 0.72 0.72

Table 1Student Pretest Responses, Item Difficulty, & Discrimination

Indices

Reflections

• Standard classes performed about as well as honors class

• “I don’t know any of these words!”• Positive reaction to slides

• Would have liked to implement “vocabulary images” on multiple weeks

• Student participation in finding/creating images

Conclusions

• Reviewing the words more than once may have had an impact

• The images themselves may have had an impact• Giving pre-quizzes when learning vocabulary may

be effective• Taking a small amount of time to review

vocabulary is very valuable