Integrative processing of verbal and graphical information during re-reading predicts learning from illustrated text: an eye-movement study

Lucia Mason, Maria Caterina Tornatora, Patrik Pluchino
2015 Reading and writing  
Printed or digital textbooks contain texts accompanied by various kinds of 11 visualisation. Successful comprehension of these materials requires integrating verbal 12 and graphical information. This study investigates the time course of processing an 13 illustrated text through eye-tracking methodology in the school context. The aims were 14 to identify patterns of first-and second-pass reading and to examine whether the inte-15 grative processing of text and picture during the less automatic
more » ... nd more purposeful 16 second-pass reading predicts learning, after controlling for reading comprehension, prior 17 knowledge, and self-concept. Forty-three 7th graders read an illustrated science text 18 while their eye movements were recorded. A cluster analysis revealed two processing 19 patterns during the first-pass reading, which differed for the time spent on the main 20 concepts in the text and picture. During re-reading, two patterns of stronger and weaker 21 integrative processing emerged. Integration of verbal and graphical information was 22 revealed by the frequency of second-pass transitions from text to picture and from picture 23 to text, and the duration of picture re-inspecting while re-reading text information (look-24 from text to picture) and re-reading text information while re-inspecting the visualised 25 information (look-from picture to text). A series of hierarchical regression analyses 26 indicated that only the patterns of integrative processing during the second-pass reading 27 uniquely predict verbal and graphical recalls, and the transfer of knowledge. The study A1 The study is part of a research project on learning difficulties in the science domain funded by a grant to A2 the first author (STPD08HANE_001) from the University of Padua, Italy, under the funding program for A3 "Strategic Projects". We are very grateful to all the students, their parents and teachers, and the school A4 principal, who made this study possible.
doi:10.1007/s11145-015-9552-5 fatcat:vuqn5xcws5fwpeepjum5ncugua