@misc{10481/74789,
year = {2022},
month = {4},
url = {http://hdl.handle.net/10481/74789},
abstract = {With basis on previous research findings, a quasi-experimental longitudinal study was designed to analyse
the effects of a visual literacy programme using images to improve reading comprehension. Pre-tests and
post-tests were used for the recurring measurement of two homogeneous groups. The participants were
221 primary and secondary students in six schools within Andalusia and Madrid (Spain). The results indicated
that visual literacy and, specifically, the reading and interpretation of connotative and symbolic
images improve reading comprehension, especially at the global or macro-structural level, as well as literal
and inferential reading, the comprehension of comparisons (similes) and metaphors, the ability to synthesize,
and creativity. A moderate or large effect size was observed for all these variables. The effectiveness
of the programme and the need for the planned, intentional use of images as pedagogical and didactic
tools were confirmed.},
publisher = {Universiteit van Amsterdam},
keywords = {Reading comprehension},
keywords = {Visual literacy},
keywords = {Intersemiotic interpretation},
keywords = {Classroom activities},
keywords = {Spanish as L1},
title = {Effects of a visual literacy programme for the improvement of reading comprehension in Primary and Secondary School students},
doi = {10.21248/l1esll.2022.22.1.394},
author = {Níkleva, Dimitrinka G.},
}