The purpose of this research was to examine whether individualized student's learning as measured by posttest scores could be increased by presenting information in sequenced captioned illustrations as compared to equivalent all-text print information. The subjects were sixty high school vocational students with low level reading skills. Three treatments were compared for effectiveness: a tenth grade reading level textual passage, a sixth grade reading level textual passage, and a captioned illustration sequence. The second and third treatments were re-writes of the first with identical content matter. There were three separate replicated experiments using the three treatment posttest only design analyzed by a one-way analysis of variance with $\alpha$ =.05. / It was predicted that sequenced captioned illustrations would aid the learner in greater recall of information as demonstrated on the multiple choice posttest. According to Paivio (1971) and Anderson (1973), this would increase elaboration and networking in long term memory. It was also hypothesized that the lower (sixth grade) level reading all-text would present an advantage for the low reading ability students over the higher (tenth grade) level all-text instruction. / The one-way analysis of variance yielded no significant results. Further research is recommended in the use of captioned illustrations with low level readers in the individualized vocational classroom setting. A captioned picture multiple-choice test for the students using the captioned illustration instruction may improve learning as evidenced by posttest scores. Also, variations in experimental circumstances to determine whether the illustrations need change in size, number, clarity, or type (drawing or photo) may be necessary. / Source: Dissertation Abstracts International, Volume: 52-03, Section: A, page: 0893. / Major Professor: W. Hugh Hinely. / Thesis (Ph.D.)--The Florida State University, 1990.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77764 |
| Contributors | Johnson, Joseph Bennington., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 253 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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