Informational text makes up 50% of required reading at the elementary level and up to 80% in college. As opposed to narrative text, informational text includes figures, tables, and graphs, collectively known as infographics. These graphic aides may enhance a readers comprehension of informational text, especially for students with dyslexia who struggle in text-dominant educational environments. This presentation reviews the findings from three eye-tracking studies investigating how students with dyslexia use infographics. Recommendations for improving comprehension of informational text are also included.
TECHNOLOGY: Access potential applications of language based technology for direct instruction and/or accommodation for students with dyslexia and other language learning disabilities.
TECHNOLOGY: Evaluate the different multimedia learning tools and show practical applications of these tools in professional development and teacher training.
TECHNOLOGY: Evaluate what technological competencies students with language learning disabilities need to master before continuing on into higher education.
ADULT: Discover the issues related to post-secondary language instruction for students with dyslexia and related language learning disabilities
ADULT: Examine research findings and implications for practice relevant to adults with dyslexia.
Disclosure: Sunjung Kim and Rebecca Wiseheart have no relevant financial or nonfinancial relationships to disclose.
University of Central Arkansas