| Abstract: | This study examines how high school students use diagrams and summaries during reading and the effects of such on comprehension. The roles of verbal and spatial ability are also examined. Seventy-four Year 7 (13-year-old) students each read a text presented on a computer screen. The text was presented one sentence at a time and subjects could call up a diagram or content-equivalent summary of the main ideas of the text at any time. Time to read the sentences and the adjunct aids was controlled by the subject and recorded by the computer. In addition, the computer kept a record of where in the text subjects made a text-to-aid move. After reading, the subjects completed a 10-minute filler task and then produced free recalls of the text. The free recalls were examined for the inclusion of details and main ideas. Path analyses showed a significant direct effect of verbal ability on the recall of details and main ideas as well as a significant indirect effect through time on diagram. Spatial ability was not found to have any effect on recall, either directly or indirectly. Analyses of text-to-diagram moves showed more inspections in the first few sentences followed by an essentially random inspection pattern. Instructional implications are discussed. |
