‘Photo-words’: promoting language skills using photographs

References

• Ainsworth, S. (2008). How should we evaluate multimedia learning environments? In J. F. R. R.Lowe & W.Schnotz (Eds.), Understanding multimedia documents (pp.249–265). New York, NY: Springer Science + Business Media, LLC.
   Google Scholar
• Ali-Khan, C., & Siry, C. (2014). Sharing seeing: Exploring photo-elicitation with children in two different cultural contexts. Teaching and Teacher Education, 37,194–207. doi:https://doi.org/10.1016/j.tate.2013.08.004 doi:10.1016/j.tate.2013.08.004
   Web of Science ®Google Scholar
• Anglin, G. J., Vaez, H., & Cunningham, K. L. (2004). Visual representations and learning: The role of static and animated graphics. In D. H.Jonassen (Ed.), Handbook of research on educational communications and technology (pp.865–913). New York, NY: Simon & Schuster.
   Google Scholar
• Aschermann, E., Dannenberg, U., & Schulz, A. P. (1998). Photographs as retrieval cues for children. Applied Cognitive Psychology, 12(1),55–66. doi:10.1002/(SICI)1099-0720(199802)12:1<55::AID-ACP490>3.0.CO;2-E
   Web of Science ®Google Scholar
• Association of College and Research Libraries. (2011). Retrieved from American library association http://www.ala.org/acrl/standards/visualliteracy.in.
   Google Scholar
• Eilam, B. (2012). Teaching, learning, and visual literacy: The dual role of visual representation. Cambridge University Press.
   Google Scholar
• Banks, M. (2001). Visual methods in social research. London: SAGE Publications.
   Google Scholar
• Barbot, B., Randi, J., Tan, M., Levenson, C., Friedlaender, L., & Grigorenko, E. L. (2013). From perception to creative writing: A multi-method pilot study of a visual literacy instructional approach. Learning and Individual Differences, 28,167–176. doi:10.1016/j.lindif.2012.09.003
   Web of Science ®Google Scholar
• Berninger, V., & Chanquoy, L. (2012). What writing is and how it changes across early and middle childhood development: A multidisciplinary perspective In E. M. E. L. Grigorenko & D. D.Preiss (Eds.), Writing: A mosaic of new perspectives (pp.65–84). New York, NY: Taylor & Francis Group.
   Google Scholar
• Block, C. C., & Israel, S. E. (2004). The ABCs of performing highly effective think-alouds. The Reading Teacher, 58(2),154–167. doi:10.1598/RT.58.2.4
   Web of Science ®Google Scholar
• Bowen, D. H., Greene, J. P., & Kisida, B. (2014). Learning to think critically: A visual art experiment. Educational Researcher, 43(1),37–44. doi:10.3102/0013189X13512675
   Web of Science ®Google Scholar
• Bowyer-Crane, C., & Snowling, M. J. (2005). Assessing children's inference generation: What do tests of reading comprehension measure? British Journal of Educational Psychology, 75(2),189–201. doi:10.1348/000709904X22674
   PubMed Web of Science ®Google Scholar
• Brown, N., Wiggins, R., & Secord, D. (2009). This must be a suburban classroom!: Using photographs to investigate teacher candidates developing professional identities. Brock Education Journal, 18(2), 49–65.
   Google Scholar
• Cain, K., & Oakhill, J. V. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and Writing, 11(5/6),489–503. doi:10.1023/A:1008084120205
   Web of Science ®Google Scholar
• Cain, K., Oakhill, J., & Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1),31–42. doi:10.1037/0022-0663.96.1.31
   Web of Science ®Google Scholar
• Cappello, M. (2005). Photo interviews: Eliciting data through conversations with children. Field Methods, 17(2),170–182. doi:10.1177/1525822X05274553
   Google Scholar
• Carpenter, G. S., Glazer, R., & Nakamoto, K. (1994). Meaningful brands from meaningless differentiation: The dependence on irrelevant attributes. Journal of Marketing Research, 31(3),339–350. doi:10.2307/3152221
   Web of Science ®Google Scholar
• Christodoulou, Α., & Damaskinidis, G. (2012). The development of a visual literacy course in higher education. Paper presented at the Selected Proceedings of the 1st International Conference on Semiotics and Visual Communication, From Theory to Practice 25-27 November, Limassol, Cyprus.
   Google Scholar
• Clark-Ibáñez, M. (2004). Framing the social world with photo-elicitation interviews. American Behavioral Scientist, 47(12),1507–1527. doi:10.1177/0002764204266236
   Web of Science ®Google Scholar
• Clark, R. C., & Lyons, C. (2011). Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials (2nd ed.). San Francisco, CA: Pfiffer.
   Google Scholar
• Collier, J. (1957). Photography in anthropology: A report on two experiments. American Anthropologist, 59(5),843–859.
   Web of Science ®Google Scholar
• Collier, J., & Collier, M. (1986). Visual anthropology: Photography as a research method. Albuquerque, NM: UNM Press.
   Google Scholar
• Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. Knowing, learning, and instruction: Essays in honor of Robert Glaser (Vol. 18) (pp. 32–42).
   Google Scholar
• Cornett, C. E. (2011). Creating meaning through literature and the arts: Arts integration for classroom teachers. Boston, MA: Allyn & Bacon/Pearson.
   Google Scholar
• de Corte, E., Op't, E., & Lieven, V. (2001). Knowing what to believe: The relevance of students' mathematical beliefs for mathematics education. Oxford, UK: Lawrence Erlbaum Associates.
   Google Scholar
• Dreher, M. (2000). Fostering reading for learning. In M. J. D. L.Baker & J. T.Guthrie (Eds.), Engaging young readers: Promoting achievement and motivation (pp.68–91). New York, NY: Guilford Press.
   Google Scholar
• Emmison, M., & Smith, P. (2000). Researching the visual: Images, objects, contexts and interactions in social and cultural inquiry. London: SAGE Publications.
   Google Scholar
• Epstein, I., Stevens, B., McKeever, P., & Baruchel, S. (2006). Photo elicitation interview (PEI): Using photos to elicit children's perspectives. International Journal of Qualitative Methods, 5(3),1–11. doi:10.1177/160940690600500301
   Google Scholar
• Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs—Principles and practices. Health Services Research, 48(6 pt 2),2134–2156. doi:10.1111/1475-6773.12117
   PubMed Web of Science ®Google Scholar
• Flower, L. S., & Hayes, J. R. (1981). Plans that guide the composing process. In C. H. F. J. F.Dominic (Ed.), Writing: The nature, development, and teaching of written communication. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Fukkink, R. G., & Glopper, K. D. (1998). Effects of instruction in deriving word meaning from context: A meta-analysis. Review of Educational Research, 68(4),450–469. doi:10.3102/00346543068004450
   Web of Science ®Google Scholar
• Gernsbacher, M. A., & Faust, M. E. (1991). The mechanism of suppression: A component of general comprehension skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17(2),245–262. doi:10.1037/0278-7393.17.2.245
   PubMed Web of Science ®Google Scholar
• Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71(2),279–320. doi:10.3102/00346543071002279
   Web of Science ®Google Scholar
• Gogtay, N., Giedd, J. N., Lusk, L., Hayashi, K. M., Greenstein, D., Vaituzis, A. C., … Thompson, P. M. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of Sciences of the United States of America, 101(21),8174–8179. doi:10.1073/pnas.0402680101
   PubMed Web of Science ®Google Scholar
• Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4),879–896. doi:10.1037/a0029185
   Web of Science ®Google Scholar
• Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3),445–476. doi:10.1037/0022-0663.99.3.445
   Web of Science ®Google Scholar
• Harper, D. (2002). Talking about pictures: A case for photo elicitation. Visual Studies, 17(1),13–26. doi:10.1080/14725860220137345
   Google Scholar
• Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2),151–179. doi:10.3102/00346543070002151
   Web of Science ®Google Scholar
• Hidi, S., Renninger, K. A., & Krapp, A. (1992). The present state of interest research. In K. A.Renninger (Ed.), The role of interest in learning and development (pp.433–446.). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc., Publishers.
   Google Scholar
• Hoffmann, L., Baumert, J., Krapp, A., Renninger, K.(1998). Interest and learning: Proceedings of the Seeon Conference on Interest and Gender.
   Google Scholar
• Holliday, R. (2004). Filming “the closet”: The role of video diaries in researching sexualities. American Behavioral Scientist, 47(12),1597–1616. doi:10.1177/0002764204266239
   Web of Science ®Google Scholar
• Jewitt, C., & Kress, G. (2003). A multi-modal approach to research in education. In S. Goodman, T. Lillis, J. Maybin, & N. Mercer (Eds.), Language, literacy and education: A reader. London: Trentham Books.
   Google Scholar
• Jewitt, C., Kress, G., Ogborn, J., & Tsatsarelis, C. (2001). Exploring learning through visual, actional and linguistic communication: The multimodal environment of a science classroom. Educational Review, 53(1),5–18. doi:10.1080/00131910123753
   Web of Science ®Google Scholar
• Jewitt, C., & Oyama, R. (2004). Visual meaning: A social semiotic approach. In V. a. J. Leeuwen, C. (Ed.), A handbook of visual analysis (pp.134–156). London: SAGE Publications Ltd.
   Google Scholar
• Jin, S.-H., & Boling, E. (2010). Instructional designer's intentions and learners' perceptions of the instructional functions of visuals in an e-learning context. Journal of Visual Literacy, 29(2), 143–166.
   Google Scholar
• Lacey, P., Layton, L., Miller, C., Goldbart, J., & Lawson, H. (2007). What is literacy for students with severe learning difficulties? Exploring conventional and inclusive literacy. Journal of Research in Special Educational Needs, 7(3),149–160. doi:10.1111/j.1471-3802.2007.00092.x
   Google Scholar
• Lohr, L. (2003). Creating graphics for learning and performance: Lessons in visual literacy. Upper Saddle River, NJ: Merrill Prentice Hall.
   Google Scholar
• Love, K. (2008). Literacy across the school subjects: A multi-modal approach. In Unsworth (Ed.), Multimodal semiotics: Functional analysis in contexts of education. London: Continuum.
   Google Scholar
• Mahoney, J. L., Harris, A. L., & Eccles, J. S. (2006). Organized activity participation, positive youth development, and the over-scheduling hypothesis (Vol. 20). Social policy Report. Ann Arbor, MI: Society for Research in Child Development.
   Google Scholar
• Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13(2),125–139. doi:10.1016/S0959-4752(02)00016-6
   Web of Science ®Google Scholar
• Mayer, R. E. (2005). Multimedia learning. New York, NY: Cambridge University Press.
   Google Scholar
• Mayer, R. E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90(2),312. doi:10.1037//0022-0663.90.2.312
   Web of Science ®Google Scholar
• Meo, A. I. (2010). Picturing students' habitus: The advantages and limitations of photo-elicitation interviewing in a qualitative study in the city of Buenos Aires. International Journal of Qualitative Methods, 9(2),149–171. doi:10.1177/160940691000900203
   Web of Science ®Google Scholar
• Mirzoeff, N. (1999). An introduction to visual culture. London: Routledge.
   Google Scholar
• Nag, S. (2007). Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading, 30(1),7–22. doi:10.1111/j.1467-9817.2006.00329.x
   Web of Science ®Google Scholar
• Nation, K., Snowling, M. J., & Clarke, P. J. (2007). Dissecting the relationship between language skills and learning to read: Semantic and phonological contributions to new vocabulary learning in children with poor reading comprehension. Advances in Speech-Language Pathology, 9(2),131–139. doi:10.1080/14417040601145166
   Google Scholar
• Oakhill, J. V., & Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16(2),91–121. doi:10.1080/10888438.2010.529219
   Web of Science ®Google Scholar
• Pelli, D. G., Burns, C. W., Farell, B., & Moore-Page, D. C. (2006). Feature detection and letter identification. Vision Research, 46(28),4646–4674. doi:10.1016/j.visres.2006.04.023
   PubMed Web of Science ®Google Scholar
• Perfetti, C. A., Liu, Y., & Tan, L. H. (2005). The lexical constituency model: Some implications of research on Chinese for general theories of reading. Psychological Review, 112(1),43–59. doi:10.1037/0033-295X.112.1.43
   PubMed Web of Science ®Google Scholar
• Potter, W. J. (2010). The state of media literacy. Journal of Broadcasting & Electronic Media, 54(4),675–696. doi:10.1080/08838151.2011.521462
   Web of Science ®Google Scholar
• Ravid, D., & Tolchinsky, L. (2002). Developing linguistic literacy: A comprehensive model. Journal of Child Language, 29,417–447.
   PubMed Web of Science ®Google Scholar
• Richard, V. M., & Lahman, M. K. E. (2015). Photo-elicitation: Reflexivity on method, analysis, and graphic portraits. International Journal of Research & Method in Education, 38(1),3–22. doi:10.1080/1743727X.2013.843073
   Web of Science ®Google Scholar
• Romski, M. A., Sevcik, R. A., & Fonseca, A. H. (2003). Augmentative and alternative communication for persons with mental retardation. In L.Abbeduto (Ed.), International review of research in mental retardation: Language and communication (pp.255–280). New York, NY: Academic Press.
   Google Scholar
• Rosen, Y. (2009). The effects of an animation-based on-line learning environment on transfer of knowledge and on motivation for science and technology learning. Journal of Educational Computing Research, 40(4),451–467. doi:10.2190/EC.40.4.d
   Web of Science ®Google Scholar
• Sandell, R. (2011). Seeing a bigger picture: The visual arts. Principal Leadership, 11(7),48–54.
   Google Scholar
• Schmidt, L. J. (2007). Social studies that sticks: How to bring content and concepts to life. Portsmouth, NH: Heinemann.
   Google Scholar
• Segers, E., Perfetti, C. A., & Verhoeven, L. (2014). Foundations of language, literacy, and numeracy learning. International Journal of Disability, Development and Education, 61(3),189–193. doi:10.1080/1034912X.2014.932555
   Web of Science ®Google Scholar
• Serriere, S. C. (2010). Carpet-time democracy: Digital photography and social consciousness in the early childhood classroom. The Social Studies, 101(2),60–68. doi:10.1080/00377990903285481
   Google Scholar
• Speer, N. K., Reynolds, J. R., Swallow, K. M., & Zacks, J. M. (2009). Reading stories activates neural representations of visual and motor experiences. Psychological Science, 20(8),989–999. doi:10.1111/j.1467-9280.2009.02397.x
   PubMed Web of Science ®Google Scholar
• Tan, M., Randi, J., Barbot, B., Levenson, C., Friedlaender, L. K., & Grigorenko, E. L. (2012). Seeing, connecting, writing: Developing creativity and narrative writing in children. In E. L.Grigorenko, E.Mambrino, & D. D.Preiss (Eds.), Writing: A mosaic of new perspectives (pp. 275–291). New York: Psychology Press.
   Google Scholar
• Tolchinsky, L. (2004). The nature and scope of later language development. In R. A.Berman (Ed.), Language development across childhood and adolescence. Amsterdam, The Netherlands: John Benjamins.
   Google Scholar
• Van Auken, P. M., Frisvoll, S. J., & Stewart, S. I. (2010). Visualising community: Using participant-driven photo-elicitation for research and application. Local Environment, 15(4),373–388. doi:10.1080/13549831003677670
   Web of Science ®Google Scholar
• Van den Broek, P. (2010). Using texts in science education: Cognitive processes and knowledge representation. Science, 328(5977),453–456. doi:10.1126/science.1182594
   PubMed Web of Science ®Google Scholar
• Verhoeven, L., & Perfetti, C. A. (2011). Introduction to this special issue: Vocabulary growth and reading skill. Scientific Studies of Reading, 15(1), 1–7.
   Google Scholar
• Vila, P. (2013). The importance of photo-interviewing as a research method in the study of identity construction processes: An illustration from the U.S.–Mexico border. Visual Anthropology, 26(1),51–68. doi:10.1080/08949468.2013.735187
   Google Scholar
• Vitulli, P., Pitts Santoli, S., & Fresne, J. (2013). Arts in education: Professional development integrating the arts and collaborating with schools and community. International Journal of Pedagogies and Learning, 8(1),45–52. doi:10.5172/ijpl.2013.8.1.45
   Google Scholar
• Yenawine, P. (1997). Thoughts on visual literacy. In J.Flood, S. B.Heath, & D.Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts. New York, NY: Macmillan Library Reference.
   Google Scholar
• Zenkov, K., Ewaida, M., Bell, A., & Lynch, M. (2012). Seeing how to ask first: Photo elicitation motivates English language learners to write. Middle School Journal, 44(2),6–13. doi:10.1080/00940771.2012.11461842
   Google Scholar