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The impact of instruction and student characteristics on the development of students’ ability to read texts with instructional pictures

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Abstract

Reading texts with instructional pictures (text-picture integration) is a key component of students’ learning processes in most school subjects, and teachers are tasked with helping their students acquire and refine this skill. The present study focuses on how teachers support their students with this process, and if this support contributes to improved text-picture reading skills. Analyzing self-reports of 56 science and German teachers at secondary schools, we found that the self-reported frequency of using text-picture reading material and the explicit discussion of the instructional picture affected students’ skill improvement positively in the science, but not in the German classes. The self-reported teachers’ efforts to guarantee all students’ understanding of the pictures had no significant effect on students’ skill improvement, however. A Matthew effect for students with higher prior text-picture reading skills was observed. The findings suggest that more research on teachers’ instructional strategies in this important area of daily school activity in most subjects is needed to further understand how the impact of teachers on students’ learning can be improved. Possible research directions are discussed.

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Notes

  1. Students of grade 6 were not included because in grade 7 the teachers changed, so that the teachers participating in the study would have taught their classes much shorter from the first to the second measurement time than it was the case for students of grade 5 or 7.

  2. This was 16 times the case.

  3. No significant differences were found between students being either part of the German (n = 120) or of the science sample (n = 207) concerning age (t(330) = − 1.31, ns), gender (χ2(1) = 0.39, ns), or grade level (χ2(1) = 0.94, ns).

    The outcome pattern for only those students, who were both part of the German and of the science sample (students n = 374, teachers n = 19), was similar to that of the large sample, but not significant any more, probably due to the strongly reduced teacher sample.

  4. The internal consistency for the cognitive ability subtest verbal thinking was reported to be high with values between r = 0.80 and r = 0.90 (stability over 1 and 2 years at least r = 0.80; see the test homepage https://www.testzentrale.de/programm/kognitiver-fahigkeitstest-fur-4-bis-12-klassen-revision.html).

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Authors and Affiliations

  1. Center for Research on Education and School Development (IFS), TU Dortmund University, Vogelpothsweg 78, 44227, Dortmund, Germany

    Britta Oerke, Nele McElvany & Annika Ohle-Peters

  2. Department of Educational Psychology (Lifelong Learning), Goethe University Frankfurt, Theodor-W.-Adorno-Platz 6, 60629, Frankfurt am Main, Germany

    Holger Horz & Mark Ullrich

Authors
  1. Britta Oerke
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  2. Nele McElvany
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  3. Annika Ohle-Peters
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  4. Holger Horz
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  5. Mark Ullrich
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Correspondence to Britta Oerke.

Additional information

Britta Oerke. Center for Research on Education and School Development (IFS), TU Dortmund University, Vogelpothsweg 78, 44227 Dortmund, Germany. E-mail: britta.oerke@tu-dortmund.de; Web site: http://www.ifs.tu-dortmund.de/cms/en/home/index.html

Current themes of research:

Text-picture reading. Teacher competencies. Motivation. Inclusion.

Most relevant publications in the field of Psychology of Education:

Oerke, B., McElvany, N., Ohle-Peters, A., Horz, H., & Ullrich, M. (2018). Einstellungen, Motivation und Selbstwirksamkeit von Lehrkräften: Schulformunterschiede und Zusammenhänge mit Unterrichtsverhalten beim Lehren mit Texten und Bildern. [Attitudes, motivation and self-efficacy of teachers: school type-related differences and correlations with teaching behavior when teaching with texts and integrated pictures]. Zeitschrift für Erziehungswissenschaft. Advance online publication. https://doi.org/10.1007/s11618-017-0804-9

Oerke, B., McElvany, N., Ohle, A., Ullrich, M., & Horz, H. (2016). Verbessert sich die diagnostische Urteilsgenauigkeit von Lehrkräften bei längerem Kontakt mit der Klasse? [Does diagnostic accuracy of teachers improve with longer contact to the class?] Psychologie in Erziehung und Unterricht, 63, 34–47.

Oerke, B., Maag Merki, K., Holmeier, M., & Jäger, D. J. (2011). Changes in student attributions due to the implementation of central exit exams. Educational Assessment, Evaluation and Accountability, 23, 223–241. https://doi.org/10.1007/s11092-011-9121-7

Nele McElvany. Center for Research on Education and School Development (IFS), TU Dortmund University, Vogelpothsweg 78, 44227 Dortmund, Germany. E-mail: nele.mcelvany@tu-dortmund.de

Current themes of research:

Research on learning and instruction in the school context and home environments. Assessment, development, and fostering of language competencies. Education and migration. Professional competencies of teachers. Pedagogical-psychological diagnostics and large-scale assessment.

Most relevant publications in the field of Psychology of Education:

El-Khechen, W., Ferdinand, H., Steinmayr, R., & McElvany, N. (2015). Language-related values, reading amount, and reading comprehension in students with migration backgrounds. British Journal of Educational Psychology, 86(2), 256–277. https://doi.org/10.1111/bjep.12102.

McElvany, N., & Artelt, C. (2009). Systematic reading training in the family: development, implementation, and evaluation of the Berlin Parent–Child Reading Program. Learning and Instruction, 19, 79–95.

McElvany, N., Schroeder, S., Richter, T., Hachfeld, A., Baumert, J., Schnotz, W., et al. (2012). Cognitively demanding learning materials with texts and instructional pictures: teachers’ diagnostic skills, pedagogical beliefs, and motivation. European Journal of Psychology of Education, 27(3), 403–420.

Ohle, A., McElvany, N., Horz, H., & Ullrich, M. (2015). Text-picture integration—teachers’ attitudes, motivation and self-related cognitions in diagnostics. Journal for Educational Research Online, 7(2), 11–33.

Steinmayr, R., Crede, J., McElvany, N., & Wirthwein, L. (2016). Subjective well-being, test anxiety, academic achievement: testing for reciprocal effects. Frontiers in Psychology, 6, 1994. https://doi.org/10.3389/fpsyg.2015.01994

Annika Ohle-Peters. Center for Research on Education and School Development (IFS), TU Dortmund University, Vogelpothsweg 78, 44227 Dortmund, Germany. E-mail: Annika.Ohle-Peters@tu-dortmund.de

Current themes of research:

Teacher competencies. Instructional quality. Text-picture reading.

Most relevant publications in the field of Psychology of Education:

Ohle, A., McElvany, N., Oerke, B., Schnotz, W., Wagner, I., Horz, H., et al. (2017). Development and evaluation of a competency model for teaching integrative processing of texts and pictures (BiTe). In D. Leutner, J. Fleischer, J. Grünkorn, & E. Klieme (Hrsg.), Competence assessment in education—research, models and instruments (S. 167–180). Dordrecht: Springer.

Ohle, A., McElvany, N., Horz, H., & Ullrich, M. (2015). Text-picture integration—teachers’ attitudes, motivation and self-related cognitions in diagnostics. Journal for Educational Research Online, 7(2), 11–33.

Sander, A., Ohle, A., McElvany, N., Zander, L., & Hannover, B. (2018). Stereotypenbedrohung als Ursache für geringeren Wortschatzzuwachs bei Grundschulkindern mit Migrationshintergrund [Stereotype threat as reason for lower vocabulary acquisition in elementary school students with migration background]. Zeitschrift für Erziehungswissenschaft, 21, 177–197. https://doi.org/10.1007/s11618-017-0763-1

Holger Horz. Department of Educational Psychology (Lifelong Learning), Goethe University Frankfurt, Theodor-W.-Adorno-Platz 6, 60629 Frankfurt am Main, Germany. E-mail: horz@psych.uni-frankfurt.de; Web site: www.psychologie.uni-frankfurt.de/51467731/010_horz

Current themes of research:

Text-picture integration. Higher education. Blended learning. Instructional design.

Most relevant publications in the field of Psychology of Education:

Horz, H. (2012). Situated prompts in authentic learning environments. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 3086–3087). Heidelberg: Springer.

Horz, H., & Schnotz, W. (2010). Cognitive load in learning with multiple representations. In J. L. Plass, R. Moreno, & R. Bruenken (Eds.), Cognitive load: theory & application (pp. 229–252). New York: Cambridge University Press.

Horz, H., Winter C., & Fries, S. (2009). Differential benefits of instructional prompts. Computer in Human Behavior, 25, 818–828.

Isberner, M.-B., Richter, T., Maier, J., Knuth-Herzig, K., Horz, H., & Schnotz, W. (2013). Comprehending conflicting science-related texts: graphs as plausibility cues. Instructional Science, 41, 849–872.

Schnotz, W., Ludewig, U., Ullrich, M., Horz, H., McElvany, N., & Baumert, J. (2014). Strategy shifts during learning from texts and pictures. Journal of Educational Psychology, 106, 974–989. https://doi.org/10.1037/a0037054.

Mark Ullrich. Department of Educational Psychology (Lifelong Learning), Goethe University Frankfurt, Theodor-W.-Adorno-Platz 6, 60629 Frankfurt am Main, Germany. E-mail: M.Ullrich@psych.uni-frankfurt.de

Current themes of research:

Text-picture integration. Reading skills. Cognitive architecture.

Most relevant publications in the field of Psychology of Education:

Schnotz, W., Ludewig, U., Ullrich, M., Horz, H., McElvany, N., & Baumert, J. (2014). Strategy shifts during learning from texts and pictures. Journal of Educational Psychology, 106, 974–989. https://doi.org/10.1037/a0037054.

Schroeder, S., Richter, T., McElvany, N., Hachfeld, A., Baumert, J., Schnotz, W., Horz, H., & Ullrich, M. (2011). Teachers’ beliefs, instructional behaviors, and students’ engagement in learning from texts with instructional pictures. Learning and Instruction, 21, 403–415.

Ullrich, M., Schnotz, W., Horz, H., McElvany, N., Schroeder, S., & Baumert, J. (2012). Kognitionspsychologische Aspekte der Bild-Text-Integration [Cognitive aspects of picture-text integration]. Psychologische Rundschau, 63, 11–17.

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Oerke, B., McElvany, N., Ohle-Peters, A. et al. The impact of instruction and student characteristics on the development of students’ ability to read texts with instructional pictures. Eur J Psychol Educ 34, 375–395 (2019). https://doi.org/10.1007/s10212-018-0375-z

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