Text Picture Integration

Teachers spend a considerable amount of time talking to students. Much of this talk revolves around presentation of information. Teachers claim the reason for the quantity is to clarify instruction to students (Bellack, Kliebard, Hyman & Smith, 1966). Despite some discrepancies, it is common between teachers that teachers must produce clearer instructions for students to help them learn better. It is common for teachers to talk two-thirds of the classroom ( Bellack, Kliebard, Hyman & Smith, 1966).this teacher talk is because of giving different kinds of information such as: presenting information, explaining, giving directions, asking questions, demonstrating, providing feedback managing activities, and facilitating tasks. It is through these …show more content…
Importance of the text-picture integration
Many teachers are largely unaware of the importance of the text-picture integration; there can be no doubt that students require instructional support in developing the ability to interpret pictures in texts (Bartholomé & Bromme, 2009).
A general problem is that pictures—unlike written texts—can be processed very rapidly to gain a rough impression of the information conveyed. Due to this subjective ease of encoding, learners often have the metacognitive illusion of understanding instructional pictures fully and focus solely on textual information, with negative consequences for learning (Peeck, 1994; Weidenmann, 1989).
Beyond revealing students’ difficulties in understanding the pictures used in instructional texts, research has shown that explicit picture-oriented instruction provides effective measures to counter these problems (Peeck, 1994; Weidenmann, 1989). Peeck (1993) provided a list of concrete instructional interventions to support this process. This list includes asking students to pay attention to pictures, telling them what to look for in a particular picture, and instructing them to do something with the picture (comparing, labeling, completing graphs, …show more content…
Teachers’ beliefs about using texts with instructional pictures in their teaching were assessed by a self-report questionnaire. Results showed that the more teachers believed that students should be taught clear strategies on how to learn from texts with instructional pictures the more engagement was reported by their students. A multilevel mediation model showed that the association between teachers’ beliefs and students’ self-reported engagement was mediated by teachers’ perceived instructional