Components of Visual Literacy: Teaching Logos-Reference-Cited by-同舟云学术

Components of Visual Literacy: Teaching Logos

Published:2007-11 Issue:4 Volume:22 Page:234-243
ISSN:1088-3576
Container-title:Focus on Autism and Other Developmental Disabilities
language:en
Short-container-title:Focus Autism Other Dev Disabl

Author:

Alberto Paul A.¹,Fredrick Laura²,Hughes Melissa³,McIntosh Laura³,Cihak David⁴

Affiliation:

1. Georgia State University,

2. Center for Collaborative Education at Georgia State University

3. Georgia State University

4. University of Tennessee-Knoxville in the Department of Theory and Practice in Teacher Education

Abstract

Definitions of literacy that focus solely on reading words provide too narrow a framework for many students with severe disabilities. Obtaining information from the environment may be accomplished in a variety of modes, such as visual literacy, which is the ability to discern meaning conveyed through images. A component of visual literacy is picture reading. This study demonstrates the teaching of logo reading through time delay as an additional component of visual literacy. Visual literacy is discussed as a primary means of obtaining information for some students and as an additional means of literacy for students who can also learn to read Words.

Publisher

SAGE Publications

Subject

Psychiatry and Mental health,Cognitive Neuroscience,Neurology (clinical),Neurology,Pediatrics, Perinatology and Child Health

Link

http://journals.sagepub.com/doi/pdf/10.1177/10883576070220040501

Reference45 articles.

1. Use of static picture prompts versus video modeling during simulation instruction

2. Teaching Picture Reading as an Enabling Skill

3. A Beginning Reading Strategy

4. A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disorders

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