'Photo-words': promoting language skills using photographs

This study, using a mixed methods design, examined the use of a photograph-based model to improve students' language and writing skills. Classes were assigned to receive the photograph-based intervention (experimental) or to receive the regular language-based curriculum (control). Both second a...

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Bibliographic Details
Published inCurriculum journal (London, England) Vol. 30; no. 3; pp. 298 - 321
Main Authors Walter, Ofra, Gil-Glazer, Ya'ara, Eilam, Billie
Format Journal Article
LanguageEnglish
Published London Routledge 01.09.2019
Taylor & Francis Ltd
Subjects
Comparative Analysis
Curricula
Curriculum Design
elementary school
Elementary School Students
Foreign Countries
Form Classes (Languages)
Grade 2
Grade 5
high and low order language skills
Intervention
Language
language instruction
Language proficiency
Language Skills
Language Usage
photo-elicitation
Photography
Pretests Posttests
Reading Comprehension
Student writing
Students
Teaching Methods
Teams
visual literacy
Writing Assignments
Writing Improvement
Writing Instruction
Writing Skills
Israel
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Summary:This study, using a mixed methods design, examined the use of a photograph-based model to improve students' language and writing skills. Classes were assigned to receive the photograph-based intervention (experimental) or to receive the regular language-based curriculum (control). Both second and fifth grade students in the experimental group significantly improved their language and writing skills compared to the control group. Second grade students improved significantly more than fifth grade students. The findings also enabled the research team to identify deficiencies that required specific modifications in language curriculum design.
Bibliography:This article has been republished with minor changes. These changes do not impact the academic content of the article.
ISSN:0958-5176
1469-3704
DOI:10.1080/09585176.2019.1568270