Beyond Concepts of Print: Development of Concepts of Graphics in Text, PreK to Grade 3

• Published in: Research in the teaching of English Vol. 48; no. 2; pp. 175 - 203
• Main Authors: Duke, Nell K., Norman, Rebecca R., Roberts, Kathryn L., Martin, Nicole M., Knight, Jennifer A., Morsink, Paul M., Calkins, Sara L.
• Format: Journal Article
• Language: English
• Published: Urbana National Council of Teachers of English 01.11.2013
• Subjects: Children; Children & youth; Childrens picture books; Elementary education; English instruction; Grade 2; Grade 3; Grade levels; Graphics; Intentionality; Literacy; Permanence; Preschool Children; R&D; Reading comprehension; Reading instruction; Research & development; Studies; Teaching; Writing instruction; Young Children; New York; United States > US; Utah; Michigan
• ISSN: 0034-527X; 1943-2348
• DOI: 10.58680/rte201324324

Drawing on the literature on concepts of print and graphics in text, as well as informal observations of children, we identified eight concepts that we posit are fundamental to understanding how graphics work in text: Action (static graphics can be interpreted as representing dynamic action), Intentionality (graphics are chosen by authors to accomplish a communicative purpose within a larger text), Permanence (graphics in printed texts are permanent and do not change), Relevance (graphics and written text are related), Representation (illustrations and photographs represent objects, but do not share the same physical properties as those objects), Partiality (not everything in the written text must be represented in the graphics), Extension (some graphics provide additional information that is not present in the written text), and Importance (some information in a graphic may be more important than other information). We administered a series of tasks to tap understanding of these concepts among 60 children in grades preK to 3. Results revealed considerable variation within any given grade level in children's acquisition of concepts of graphics; some children have acquired concepts of graphics that their peers have not. In general, more children demonstrated acquisition of a given concept at higher grade levels. All or nearly all children displayed full acquisition as follows: Action—by the end of preK; Intentionality, Permanence, and Relevance—by the end of grade 2; Representation and Partiality—by the end of grade 3. Less than half demonstrated full acquisition of the concepts of Extension and Importance even at the end of grade 3.