A Content Analysis of Visuals in Elementary School Textbooks

Daibao Guo, Katherine Landau Wright, Erin M. McTigue

Research output: Contribution to journalArticlepeer-review

29 Scopus citations

Abstract

Although visual complexity is increasing and graphics are essential to support readers’ comprehension of disciplinary texts, visual literacy receives scant attention. Research suggests that effectively instructing students to interpret discipline-specific graphics would yield better comprehension. However, before this line of inquiry can be enacted, we must determine the characteristics of graphics in contemporary content textbooks. Therefore, this content analysis evaluated graphics within third- and fifth-grade science and social studies textbooks. We coded 3,844 graphics by type and function and compared findings between disciplines using chi-square and post hoc comparison tests. Overall, graphics were coded into 9 major types (photographs being most frequent) and 54 subtypes, indicating a diversity of graphics. When comparing disciplines, science textbooks contained more diagrams and photographs, and graphics more often functioned representationally. Social studies presented both a wider variety of graphics and more interpretationally challenging graphics. Implications for disciplinary literacy and instruction are discussed.

Original languageAmerican English
Pages (from-to)244-269
Number of pages26
JournalElementary School Journal
Volume119
Issue number2
DOIs
StatePublished - Dec 2018

EGS Disciplines

  • Education
  • Language and Literacy Education

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