簡易檢索 / 詳目顯示

研究生: 許昱萱
Hsu, Yu-Syuan
論文名稱: 圖像式視覺輔助對第二語言閱讀理解之成效:一個後設分析之研究
Effects of Pictorial Visual Support in L2 Reading Comprehension: A Meta-analysis
指導教授: 朱錫琴
Chu, Hsi-Chin
學位類別: 碩士
Master
系所名稱: 英語學系
Department of English
論文出版年: 2019
畢業學年度: 107
語文別: 英文
論文頁數: 112
中文關鍵詞: 第二語言習得閱讀理解圖像式視覺輔助後設分析
英文關鍵詞: second language acquisition, reading comprehension, pictorial visual support, meta-analysis
DOI URL: http://doi.org/10.6345/NTNU201900185
論文種類: 學術論文
相關次數: 點閱:215下載:6
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 本篇論文主旨在透過後設分析法(meta-analysis)整合歷年來圖像式視覺輔助對第二語言閱讀理解成效之相關研究,探討整體效果及不同研究特徵(研究對象、文本、評量、實驗設計及出版特徵)對整體圖像式視覺輔助於閱讀理解之影響。本篇研究作為第一個針對第二語言閱讀來探討圖像式視覺輔助之成效具有其重要性,並藉由實施更嚴謹的子研究篩選機制及研究分析方法,對先前相關的第一語言閱讀的後設分析研究進行更新及補強。為此,本論文囊括15篇自1993到2006年間之相關文獻,並從其中識別九個影響變項。結果顯示圖像式視覺輔助能增進第二語言閱讀理解之整體學習成效,尤其大學生及低英語能力學習者更能藉由圖像式視覺輔助增進其第二語言閱讀理解之成效。就應用圖像式視覺輔助的文本類型而言,相較於說明文文本,敘事文本是更好的選擇。除此,老師及研究員應使用讀者產出式的測驗模式,例如回憶文本和推論測驗,以利測出其閱讀理解增進之成效。

    The present study meta-analyzed existing empirical studies related to the effects of pictorial visual supports in second language (L2) reading comprehension and the moderating effects of some learner, text, measurement, design, and publication variables. The present study has its significance as the first meta-analysis on the effectiveness of pictorial visual supports in L2 reading, and update and complement the previous existing meta-analytic studies in first language (L1) reading by establishing a more comprehensive set of inclusion and exclusion criteria and performing a series of methodological moves. To this end, all 15 primary studies between 1993 and 2006 were retrieved and coded for nine moderator variables. The results showed a medium overall effect of pictorial visual supports in L2 reading comprehension. University-level learners and low-level proficiency learners can benefit most from pictorial visual supports. With regard to the text genre to apply pictorial visual supports, narrative texts would be the better option than expository texts. In order to fully assess the reading gains, teachers and researchers are suggested to employ measurement of the productive type such as recall and inference tasks for learners.

    中文摘要 i ABSTRACT ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS v LIST OF TABLES vi LIST OF FIGURES vi CHAPTER ONE INTRODUCTION 1 Theories about Visual Effect 2 Effects of Pictorial Visual Support 3 Factors Influencing Effects of Pictorial Visual Support 7 Purpose of the Study and Research Questions 10 Significance of the Present Study 12 Definition of Key Terms 13 Picture 13 Comic strip 13 Comprehension 13 CHAPTER TWO LITERATURE REVIEW 15 Theoretical Background 15 Dual Coding Theory 15 Mental Model Theory 19 Empirical Studies on Pictorial Visual Support in Reading 21 Studies on Effects of Pictorial Visual Support on L1 Reading 21 Studies on Effects of Pictorial Visual Support on L2 Reading 24 Studies on Moderator Effects of Pictorial Visual Support on L2 Reading 28 Meta-Analyses Related to Pictorial Visual Support in Reading 31 Variables 40 Learner Variables 41 Text Variables 43 Measurement Variable 44 Design Variable 44 Publication Variable 45 CHAPTER THREE METHODOLOGY 46 Identifying Primary Studies 46 Inclusion/ Exclusion Criteria 47 Coding 50 Study Characteristics 50 Subgroups Based on Moderator Variables 51 Extraction for Effect Sizes 56 Analysis and Interpretation of Effect Size Data 58 Publication Bias 58 CHAPTER FOUR RESULTS 60 Research Synthesis 60 Quantitative Analysis 63 The Effects of Pictorial Visual Support in L2 Reading Comprehension 63 Moderator Variables 63 Proficiency Level 65 Education Level 65 L1 Writing System 70 Type of Pictorial Visual Support 70 Text Length 70 Text Genre 71 Measurement Type 71 Type of Experimental Design 71 Publication Type 72 CHAPTER FIVE DISCUSSION AND IMPLICATIONS 73 Discussion 73 Effect of pictorial visual supports on L2 reading comprehension 74 Effects of different types of pictorial visual support on L2 reading comprehension 77 Moderating variables that affect the effects of pictorial visual support 78 Moderating variables that do not affect the effects of pictorial visual support 82 Implications 85 Pedagogical Implications 86 Implications for Future Study 88 REFERENCES 89 APPENDIX A: Study characteristics 110 APPENDIX B: Classifications of studies by moderator variables (learner variables and text variables) 111 APPENDIX C: Classifications of studies by moderator variables (measurement, design and publication variables) 112

    Alcorn, M. D., Kinder, J. S., & Schunert, J. R. (1964). Better teaching in secondary schools. New York: Holt Rinehart & Winston.
    Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511732935.
    Alesandrini, K. L. (1981). Pictorial-verbal and analytic-holistic learning strategies in science learning. Journal of Educational Psychology, 73,358-368.
    Arslan, H. (1989). Teaching English idiomatic expressions through comic strips. Unpublished MA Thesis. Eskişehir: Anadolu University.
    Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York: Grune & Stratton.
    Bernhardt, E. (1991). Reading development in a second language: Theoretical, empirical, and classroom perspectives. Norwood, NJ: Ablex.
    Beveridge, M., & Griffiths, V. (1987). The effect of pictures on the reading processes of less able readers: a miscue analysis approach. Journal of Research in Reading, 10(1), 29-42.
    Borenstein, M., Hedges, L., Higgins, J., & Rothstein, H. (2005). Comprehensive Meta-Analysis (Version 2.2.064) [Computer software]. Englewood, NJ: Biostat.
    Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2011). Introduction to meta-analysis. John Wiley & Sons.
    Bransford, J. (1979). Human cognition. Belmont, CA: Wadsworth.
    Brody, P. J. (1981). Research on pictures in instructional texts: The need for a broadened perspective. ECTJ, 29(2), 93-100.
    Broudy, H. S. (1972). The real world of the public schools. New York: Harcourt.
    Brinton, D.M. (2001). The use of Media in Language Teaching. Teaching English as a second or foreign language (3rd ed.). Boston: Heinle and Heinle. 459-475.
    Campbell, R. W. (1977). Using Comic Books as an Alternative Supplement to the Basal Reading Program at Albert Sidney Johnston Elementary School. Midi Practicum for. D. Ed., Nova University.
    Carney, R.N and Levin, J.R. (2002). Pictorical Illustrations still Improve students’ Learning from Text. Educational Psychology Review, Vol. 14, no. 1, March.
    Carrier, C., Joseph, M. R., Krey, C. L., & LaCroix, P. (1983). Supplied visuals and imagery instructions in field independent and field dependent children’s recall. ECTJ, 31(3), 153-160.
    *Chang Y.-J., & Liu, G-R. (2015). The Research into the Effect of Context on English Reading: the Presence and Absence of the Topic and a Picture. Journal of Longdong University. Vol. 26, no. 2, March.
    *Chen, H-H. (2003). Exploring the Effects of Illustrations on Senior High School Students' EFL Reading. MA thesis.
    Chen, Y.-C. (2015). The effects of gender on language learning strategy use: A meta-analysis. MA thesis.
    *Chou, H.-M. (2005). The Effect Of Visual Aids On Elementary School 5th Graders' English Reading Comprehension. MA thesis.
    Chun, Dorothy M. & Jan L. Plass. (1997). Research on Text Comprehension n Multimedia Environments. Language Learning & Technology, 1(1), pp.60-81.
    Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational psychology review, 3(3), 149-210.
    Claro, R. D. C. S. (2010). EFL readers' text comprehension: assessing the effectiveness of illustrations. MA thesis.
    Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
    Cooper, M., Marcus, N., & Sweller, J. (1996). Understanding Instructions. Journal of Educational Psychology, 88 (1), 49-63.
    Cornell, J., & Mulrow, C. (1999). Meta-Analysis. In A. Herman & M. Gideon (Eds.), Research mythology in the social, behavioral, and life sciences (pp. 285–323). London: SAGE Publications.
    Cortazzi, M., Rafik-Galea, S. & Jin, L. X. (1998). Seeing through texts: developing discourse-based materials in teacher education. The English Teacher, 27, 39-68.
    Dale, E. (1946). Audiovisual methods in teaching. New York: Dryden Press. (2nd ed., 1954; 3rd ed., 1969).
    Danset-Leger, J. (1980). Aspects du déchiffrement des images de la littérature enfantine : réactions d'enfants à l'image-unité [Aspects of deciphering illustrations in children’s literature: Reactions of children to composite pictures]. Bullentin de Psychologie, p. 913-922.
    Dean, R. S., & Enemoh, P. A. C. (1983). Pictorial organization in prose learning. Contemporary educational psychology, 8(1), 20-27.
    Denburg, S. D. (1976). The interaction of picture and print in reading instruction (abstracted report). Reading Research Quarterly, 12(2), 176-189.
    Dexter, D. D., & Hughes, C. A. (2011). Graphic organizers and students with learning disabilities: A meta-analysis. Learning Disability Quarterly, 34(1), 51-72.
    Digdon, N., Pressley, M., & Levin, J. R. (1985). Preschoolers’ learning when pictures do not tell the whole story. Educational Communication and Technology, 33(2), 139-145.
    *Dolan, T. (1994). The impact of illustration and cultural schemata on Hong Kong pupils reading comprehension and recall of text. In N. Bird (Ed.) Language and Learning. 422-432.
    Donald, D. R. (1983). The use and value of illustrations as contextual information for readers at different progress and developmental levels. British Journal of Educational Psychology, 53(2), 175-185.
    Dos Santos, V., De Souza, É. F., Felizardo, K. R., & Vijaykumar, N. L. (2017). Analyzing the Use of Concept Maps in Computer Science: A Systematic Mapping Study. Informatics in Education, 16(2), 257-288.
    Duchastel, P. C. (1978). Illustrating instructional texts. Educational Technology, 18(11), 36-39.
    Duchastel, P. C. (1980). Research on illustrations in text: Issues and perspectives. Educational Communication and Technology Journal, 28(4), 283-287.
    Dwyer, F. M. (1967) Adapting visual illustrations for effective learning. Educational Review, 37, 250263.
    Dwyer, F. M. (1967). An experimental evaluation of visual illustrations used to complement programed instruction. University. Park, The Pennsylvania State University, University DiVision of Instructional Services. (ERIC Document Reproduction Servide No. ED 019 871).
    Dwyer, F. M. (1967). The-relative effectiveness of varied visual illustrations in complementing programed instruction. The Journal of Experimental Education, 36, 34-42.
    Dwyer, F. M. (1968). The effectiveness of selected visual illustrations in teaching science concepts to college freshmen. The Journal of Educational Research, 61, 343-347.
    Dwyer, F. M. (1968). When visuals are not the message. Educational Broadcasting Review, 2, 38-43.
    Dwyer, F. M. (1969). The effect of varying the amount of realistic detail in visual illustrations designed to complement programed instruction. Programed Learning and Educational Technology, 6, 147-153.
    Dwyer, F. M. (1970). Effect of questions on visual learning. Perceptual and Motor Skills, 30, 51-54
    Dwyer, F. M. (1970). Exploratory studies in the effectiveness of visual illustrations. AV Communication Review, 18(3), 235-249.
    Dwyer, F. M. (1970). The effect of image size on visual learning. The Journal of Experimental Education, 39, 36-41.
    Dwyer, F. M. (1970). Visual learning Analysis by sex and grade level. University Park, The Pennsylvania State University, University Division of Instructional Services. (ERIC Document Reproduction Service No. ED 041 478)
    Dwyer, F. M. (1971). An experimental evaluation of the instructional effectiveness of black and white and colored illustrations. Didakta Medica, 3&4, 96-101.
    Dwyer, F. M. (1971). Color as an instructional variable. AV Communication Review, 19, 399-416.
    Dwyer, F. M. (1972). A guide for improving visualized instruction. University Park, PA: State College, Pennsylvania State University, Learning Service Division.
    Dwyer, F. M. (1972). The effect of overt responses in improving visually programed science instruction. Journal of Research in Science Teaching, 9, 47-55.
    Dwyer, F. M. (1975). On visualized instruction effect of students' entering behavior. The Journal of Experimental Education, 43, 78-83.
    Dwyer, F. M. (1978). Strategies for improving visual learning: A handbook for the effective selection, design, and use of visualized materials. Learning Services.
    Eisner, Will.(1996). Graphic Storytelling. Poorhouse. Tamarace, Fla.
    Eitel, A., Scheiter, K., Schüler, A., Nyström, M., & Holmqvist, K. (2013). How a picture facilitates the process of learning from text: Evidence for scaffolding. Learning and Instruction, 28, 48-63.
    Filippatou, D., & Pumfrey, P. D. (1996). Pictures, titles, reading accuracy and reading comprehension: a research review (1973‐95). Educational Research, 38(3), 259-291.
    Finegan, E. (2008). Language: It’s Structure and Use. Belmont, CA: Wadsworth Publishing.
    Free, W. P. (2004). Pictures and words together: Using illustration analysis and reader-generated drawing to improve reading comprehension. Dissertation Abstracts International, 65, 203.
    Gambrell, L. B., & Jawits, P. B. (1993). Mental imagery, text illustrations, and children’s story comprehension and recall. Reading Research Quarterly, 28(3), 265-276.
    Ghazanfari, M., et al. (2014). The Impact of Illustrations on Recall of Short Stories. Procedia-Social and Behavioral Sciences. 98: 572-579.
    Glass, G. V., McGaw, B., & Smith, M. L. (1981). Meta-analysis in social research. Beverly Hills: Sage.
    Glenberg, A. M., & Langston, W. E. (1992). Comprehension of illustrated text: Pictures help to build mental models. Journal of memory and language, 31(2), 129-151.
    *Gohil, S. & Desai, M. K. (2015). Role of Contextual Visuals Aids in Reading Comprehension for Second Language Engineering Learners: An Action Research. The Global Journal of English Studies May 1(1).
    Gower, D. L. (1995). Health-related content in daily newspaper comic strips: a content analysis with implications for health education. Education, 116(1), 37.
    Grabe, W. (1991). Current developments in second language reading research. TESOL quarterly, 25(3), 375-406.
    Grabe, W. & Fredricka L. S. (2013). Teaching and researching: Reading. Routledge.
    *Hall, V. C., et al. (1997). Can student-generated illustrations be worth ten thousand words?. Journal of educational psychology 89 (4): 677.
    Hanley, J. R., Tzeng, O., & Huang, H. S. (1999). Learning to read Chinese.
    Harber, J. R. (1983). The effects of illustrations on the reading performance of learning disabled and normal children. Learning Disability Quarterly, 6(1), 55-60.
    Harvey, R.C. (1994). The Art of the Funnies: An aesthetic History. University Press of Mississipi. Jackson.
    Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta-analysis. Orlando: Academic Press.
    Hedges, L. V., & Olkin, I. (2014). Statistical method for meta-analysis. Academic press.
    Hedges, L. V., & Vevea, J. L. (1998). Fixed-and random-effects models in meta-analysis. Psychological methods, 3(4), 486.
    Hibbing, A. N., & Rankin-Erickson, J. L. (2003). A picture is worth a thousand words: Using visual images to improve comprehension for middle school struggling readers. The reading teacher, 56(8), 758-770.
    Höffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and instruction, 17(6), 722-738.
    Holmes, B. C. (1987). Children’s inferences with print and pictures. Journal of Educational Psychology, 79(1), 14-18.
    *Huang, Y.-L. (2005). The Effects of Pictures on Reading Comprehension of Third-Year Junior High School Students in Reading Selections of American Festivals. MA thesis.
    Hudson, T. (1982). The effects of induced schemata on the “short circuit” in L2 reading: Non-decoding factors in L2 reading performance. Interactive approaches to second language reading, 2, 183-205.
    Huedo-Medina, T. B., Sánchez-Meca, J., Marin-Martinez, F., & Botella, J. (2006). Assessing heterogeneity in meta-analysis: Q statistic or I² index? Psychological methods, 11(2), 193.
    Hung, H.-Y. (2012). The Effects of Comic Strips on EFL Learners’ Reading Comprehension in Taiwan. MA thesis.
    Hunter, J., & Schmidt, F. (2004). Methods of meta-analysis. London: SAGE Publications.
    Imperial, L. L., Jalique, P. J. T., & Robles, A. C. M. O. (2016). Construction and Validation of Reading Comprehension Comic on Afro-Asian Folk Narratives for Grade 8 Students.
    Inge, M. T. (1990). Comic as Culture. University Press of Mississipi. Jackson.
    *Jalilehvand, M. (2012). The effects of text length and picture on reading comprehension of Iranian EFL students. Asian Social Science, 8(3), 329.
    Jiang, X. (2012). Effects of discourse structure graphic organizers on EFL reading comprehension. Reading in a Foreign Language, 24(1), 84-105.
    Jiang, X., & Grabe, W. (2007). Graphic organizers in reading instruction: Research findings and issues. Reading in a foreign language, 19(1), 34-55.
    Johnson-Laird, P. N. (1983). Mental Models: Towards a Cognitive Science of Language, Inference, and Consciousness. Cambridge: Cambridge University Press.
    Johnson-Laird, P., & Byrne, R. (2000). Mental models website: A gentle introduction. Retrieved Octobor 24, 2018, from
    https://mentalmodelsblog.wordpress.com/mental-models-a-gentle-introduction/.
    *Khoii, R., & Forouzesh, Z. (2010). Using comic strips with reading texts: Are we making a mistake. Literacy Information and Computer Education Journal, 1(3), 168-177.
    Kinneman, F. C. (1943). The comics and their appeal to the youth of today. The English Journal, 32(6), 331-335.
    *Kobayashi, H. (2011). Effects of Comic Strips on Reading Comprehension and Written Retelling. Sophia linguistica: working papers in linguistics, (59), 203-222.
    Koda, K. (2005). Learning to read across writing systems: Transfer, metalinguistic awareness, and second language reading development. Second language writing systems, 311-334.
    Koda, K. (2007). Reading and Language Learning. USA: Wiley-Blackwell.
    Krashen, S. (1993). The Power of Reading. Libraries Unlimited. Englewood, Colorado.
    *Kuo, Y.-J. (2011). Using Picture Cues in EFL Junior High School Reading: Effects on Reading Recall and Text-perceptions. MA thesis.
    Levie, W. H. (1973) Pictorial research: An overview. Viewpoints, 49, 37-45.
    Levie, W. H. (1987). Research on pictures: A guide to the literature. In: D. M. Willows & H. A. Houghton (Eds.), The psychology of illustration: Volume I. Basic research. New York: Springer-Verlag.
    Levie, W. H., & Lentz, R. (1982). Effects of text illustrations: A review of research. Education Communication and Technology Journal, 30, 195–232.
    Levin, J. R. (1987). On empirically validating functions of pictures in prose. The psychology of illustration, 1, 51-86.
    Levin, J. R., Anglin, G. J., & Carney, R. N. (1987). On empirically validating functionsof pictures in prose. In D. M. Willows & H. A. Houghton (Eds.), The psychology of illustration: Volume I. Basic research (pp. 51–86). New York: Springer-Verlag.
    Levin, J. R., Divine-Hawkins, P., Krest, S. M., & Guttmann, J. (1974). Individual differences in learning from pictures and words: The development and application of an instrument. Journal of Educational Psychology, 66(3), 296.
    Levin, J. R. and Lesgold, A. M. (1978). On pictures in prose, Educational Communication and Technology Journal, 26(3), 233-243.
    Li, Shaofeng. (2010). The effectiveness of corrective feedback in SLA: A meta‐analysis. Language Learning 60.2: 309-365.
    Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Sage Publications, Inc.
    Liu, J. (2004). Effects of comic strips on L2 learners' reading comprehension. TESOL quarterly, 38(2), 225-243.
    Liu, Y., Zhao, G., Ma, G., & Bo, Y. (2014). The effect of mind mapping on teaching and learning: A meta-analysis. Standard Journal of Education and Essay, 2(1), 17-31.
    Luiten, J., Ames, W., & Ackerson, G. (1980). A meta-analysis of the effects of advance organizers on learning and retention. American Educational Research Journal, 17(2), 211-218.
    *Majidi, N., & Aydinlu, N. A. (2016). The effect of contextual visual aids on high school students' reading comprehension. Theory and Practice in Language Studies, 6(9), 1827-1835.
    Mannan, A. (2005). Modern Education: Audio-Visual Aids. New Delhi: Anmol Publications.
    Marks, D. F. (1983). Mental imagery and consciousness: A theoretical review. Imagery: Current theory, research, and application, 96-130.
    Mcdonell,Tommy Buell. (2006). The Effects of Text Presentation: Linear And Hypertext on English Learners.
    Merc, A., & Kampusu, Y. (2013). The effect of comic strips on EFL reading comprehension. International Journal on New Trends in Education and Their Implications, 4(1), 54-64.
    Mayer, R. E., & Gallini, J. K. (1990). When is an illustration worth ten thousand words?. Journal of educational psychology, 82(4), 715.
    Mayer, R. E. (1993). Comprehension of graphics in texts: An overview. Learning and Instruction, 3(3), 239-245.
    Mayer, R. E. (1999). Research-based principles for the design of instructional messages: The case of multimedia explanations. Document Design, 1, 7–20.
    McCloud, Scott. (1993). Understanding Comics: The Invisible Art. Northampton.
    Meyer, B. J. F. (1984) Text dimension and cognitive processing. In H. Mandl, N.L. Stein & T. Trabasso (eds.) Learning and Comprehension of Text. Hillsdale: Lawrence Erlbaum Associates.
    Moorf, D. W., & Readence, J. F. (1984). A quantitative and qualitative review of graphic organizer research. The Journal of Educational Research, 78(1), 11-17.
    Moore, D. W., & Readence, J. E. (1980). A meta-analysis of the effect of graphic organizers on learning from text. In M. L. Kamil & A. J . Moe (Eds.), Perspectives in reading research and instruction. Twenty-ninth Yearbook of the National Reading Conference.
    Moore, P. J., & Skinner, M. J. (1985). The effects of illustrations on children’s comprehension of abstract and concrete passages. Journal of Research in Reading, 8, 45-56.
    Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of educational research, 76(3), 413-448.
    Newsom, R. S. & Gaite, A. J. H. (1971). Prose learning: Effects of pretesting and reduction of passage length. Psychological reports, 28, 123-129. http://dx.doi.org/10.2466/pr0.1971.28.1.123
    Psychological reports, 28, 123-129. http://dx.doi.org/10.2466/pr0.1971.28.1.123 Ohlhausen, M.M. & Roller, C.M. (1988). The operation of text structure and content schemata in isolation and in interaction. Readirg Research Quarterly, 23:70-88.
    Oller, J. W. (1983). Story writing principles and ESL teaching. TESOL Quarterly, 17 (1), 39-53.
    Omaggio, A. C. (1977). The effects of selected pictorial contexts on measures of reading comprehension in beginning college French. Unpublished doctoral dissertation, The Ohio State University.
    Omaggio, A. C. (1979). Pictures and second language reading comprehension. Studies of Second Language Acquisition, 14, 177–195.
    O'Sullivan, J. (1971). The Art of the Comic Strips. College Park: University of Maryland, Department of Arts.
    Oxford, R.L. (2001). Language Learning Styles and Strategies. Teaching English as a second or foreign language (3rd ed.). Boston: Heinle and Heinle. 359-367.
    Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Reinhart & Winston.
    Paivio, A. (1975). Coding distinctions and repetition effects in memory. In G.H. Bower (ed.), The psychology of learning and motivation, Vol. 9, New York:Academic Press, pp.
    Pavio, A. (1991). Dual Coding Theory: Retrospect and Current Status. Canadian Jouranl of Psychology, 45(3), 255-287.
    Paivio, A. (1986). Mental Representations: A Dual-Coding Approach, Oxford University Press, New York.
    Paivio, A. (2006). Dual coding theory and education. In The Conference on Pathways to Literacy Achievement for High Poverty Children (pp. 1-20).
    Paivio, A., & Lambert, W. (1981). Dual coding and bilingual memory. Journal of Verbal Learning & Verbal Behavior, 20, 532-539.
    *Pan, Y.-C., & Pan, Y.-C. (2009). The effects of pictures on the reading comprehension of low-proficiency Taiwanese English foreign language college students: An action research study. MA thesis.
    Peeck, J. (1972). Plaatjes in leerprocessen [Pictures in learning processes]. Unpublished doctoral dissertation, University of Utrecht.
    Peeck, J. (1978). Die Effekte von Illustrationen zu Texten [The Effects of Illustrations Accompanying Text]. Jahrbuch für Empirische Erziehungswissenschaft, Düsseldorf: Schwann, 196-229.
    Peeck, J. (1987). The role of illustrations in processing and remembering illustrated text. The psychology of illustration, 1, 115-151.
    Peeck, J. (1993). Increasing picture effects in learning from illustrated text. Learning and instruction, 3(3), 227-238.
    Pike, M. M., Barnes, M. A., & Barron, R. W. (2010). The role of illustrations in children’s inferential comprehension. Journal of experimental child psychology, 105(3), 243-255.
    Platt, H., Platt, J., & Richards, J. C. (2003). Longman Dictionary of Language Teaching and Applied Linguistics. Hong Kong: Longman.
    Purnell, K. N., & Solman, R. T. (1991). The influence of technical illustrations on students' comprehension in geography. Reading Research Quarterly, 277-299.
    Readence, J. E., & Moore, D. W. (1980, April). A meta-analysis of research on the effect of adjunct aids on learning from text. In annual convention of the American Educational Research Association, Boston.
    Reid, D. J., & Beveridge, M. (1990). Reading illustrated science texts: A microcomputer based investigation of children’s strategies. British Journal of Educational Psychology, 60, 76-87.
    Reinwein, J., and L. Huberdeau. 1997. A Second Look at Dwyer’s Studies by Means of Meta-analysis: The Effects of Pictorial Realism on Text Comprehension and Vocabulary. Research Report 407-671. U.S. Department of Education, Education Resources Information Center, Washington, DC, USA.
    Roozafzai, Z. S. (2012). The Role of Comic Reading Materials in Enhancing the Ability to Read in EFL. Journal on English Language Teaching, 2(3), 7-15.
    Rosenthal, R. (1995). Writing meta-analytic reviews. Psychological bulletin, 118(2), 183.
    Royer, J. M., & Cable, G. W. (1976). Illustrations, analogies, and facilitative transfer in prose learning. Journal of educational Psychology, 68(2), 205-209.
    Rusted, J., & Coltheart, M. (1979). Facilitation of children’s prose recall by the presence of pictures. Memory & Cognition, 7(5), 354-359.
    Rusted, J., & Coltheart, V. (1979). The effect of pictures on the retention of novel words and prose passages. Journal of Experimental Child Psychology, 28(3), 516-524.
    Sadoski, M., & Paivio, A. (2000). Imagery and text: A dual coding theory of reading and writing. Lawrence Erlbaum Associates.
    Sadoski, M., Paivio, A., & Goetz, E. T. (1991). Commentary: A critique of schema theory in reading and a dual coding alternative. Reading Research Quarterly, 26(4), 463-484.
    Schallert, D. L. (1980). The role of illustrations in reading comprehension. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension: Perceptives from cognitive psychology, linguistics, artificial intelligence, and education (pp. 503-524). Hillsdale, NJ: Erlbaum.
    Schmidt, F. L., Oh, I. S., & Hayes, T. L. (2009). Fixed‐versus random‐effects models in meta‐analysis: Model properties and an empirical comparison of differences in results. British Journal of Mathematical and Statistical Psychology, 62(1), 97-128.
    Schnotz, W. (1993). Some remarks on the commentary: On the relation of dual coding and mental models in graphics comprehension. Learning and Instruction, 3, 247–249.
    Schroeder, N. L., Nesbit, J. C., Anguiano, C. J., & Adesope, O. O. (2017). Studying and constructing concept maps: A meta-analysis. Educational Psychology Review. doi:10.1007/s10648-017- 9403-9
    Seng Goh Hock & Fatimah Hashim. (2006). Use of L1 in L2 Reading Comprehension among Tertiary ESL. Reading in a Foreign Language, 18(1).
    Sherman, R. & Wright, G. (1996). Orchestras. Reading Improvement, 33(2), 124-128.
    Simpson, T. J. (1995). Message into medium: An extension of the Dual Coding Theory. In Imagery and Visual Literacy: Selected Readings from the Annual Conferenece of the International Visual Literacy Association (pp.2-10) (26th, Tempe, Arizona, October 12-16, 1994).
    Smith, K. U., & Smith, M. F. (1966). Cybernetic principles of learning and educational design. New York: Holt Rinehart & Winston.
    Sperzel, E. Z. (1948). The effect of comic books on vocabulary growth and reading comprehension. Elementary English, 25(2), 109-113.
    Swain, E. H. (1978). Using Comic Books to Teach Reading and Language Arts. Journal of Reading. 22, 253-258.
    Taglieber, L. K., Johnson, L. L., & Yarbrough, D. B. (1988). Effects of preceding activities on EFL reading by Brazilian college students. TESOL quarterly, 22(3), 455-472.
    Tomasello, M. (2003). Constructing a language. Boston: Harvard University Press.
    Tomlinson, B. (Ed.). (1998). Materials development in language teaching. Cambridge University Press.
    Travers, R. M., & Alvarado, V. (1970). The design of pictures for teaching children in elementary school. AV Communication Review, 18(1), 47-64
    Vacca, C. (1959). Comic books as a teaching tool. Hispania, 42(2), 291-292.
    Waller, R. (1991). Typography and Discourse. In Handbook of Reading Research, Volume 2. Longman. New York.
    Wang, M.-C. (2015). Effects of Pictures on the Incidental Vocabulary Acquisition and Comprehension from Story Book Reading by EFL Junior High Students in Taiwan. MA thesis.
    Wardle, K. F. (1977). Textbook illustrations: Do they aid reading comprehension. In annual convention of the American Psychological Association, San Francisco.
    Williams, N. (1995). The comic book as course book: why and how. Long Beach, CA: Annual Meeting of the Teachers of English to Speakers of Other Languages. (ERIC Document Reproduction Service No. ED 390277).
    Willows, D. M. (1978). A picture is not always worth a thousand words: Pictures as distractors in reading. Journal of Educational Psychology, 70(2), 255.
    Willows, D. M., Borwick, D., & Hayvren, M. (1981). The content of school readers. Reading research: Advances in theory and practice, 2, 97-175.
    Willows, D. M., & Houghton, H. A. (1987). The psychology of illustration. New York: Springer.
    Wright, A. (1989). Pictures for language learning. Cambridge: Cambridge University Press.
    Wright, G. & Sherman, R. (1994). What is black and white and read all over? The funnies! Reading Improvement, 31(1), 37-48.
    Wright, G. & Sherman, R. (1999). Let's Create a Comic Strip. Reading Improvement, 36(2). 66-72.
    *Wu, H.-J. (2007). The Effects of Comic Strip and the Sequencing of Its Presentation on the Reading Recall and Inference Generation of EFL Junior High Students in Taiwan. MA thesis.
    Yen, M.-C. (2018). A Meta-Analysis of the learning Effects of Flipped Classroom on Elementary School and Junior High School Students. MA thesis.
    *Yen, Y.-C. (2004). The Effects of Annotations of Illustrations and Simplified Text on College Students’ Reading Comprehension in the Web-based Learning Environment (Master thesis, Da-Ye University).
    Yin, H.-P. (2017). Action Research of the Effectiveness of Integrating Comics into English Reading Instruction (Master thesis, National Taiwan Normal University).

    下載圖示
    QR CODE