Graphic Reading Performance of Students with Visual Impairments and Its Implication for Instruction and Assessment
Graphic Reading Performance of Students with Visual Impairments and Its Implication for Instruction and Assessment
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视障学生的图形阅读表现及其对教学和评估的启示
DOI：
10.1177/0145482x211016918
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发表时间：
2021
影响因子：
1.1
通讯作者：
Adam P. Wilton
中科院分区：
文献类型：
--
作者：
Kim T Zebehazy;Adam P. Wilton
简介：学生参与图形材料的能力支持科学，技术，工程，艺术和数学领域的学习。对于有视觉障碍的学生来说，了解有助于有效解释图形的因素可以促进有意义的课程。研究方法：四十名视觉障碍的学生完成了五种类型的图形在他们的选择媒体的多项选择题任务，并提供了难度评级。视障学生的老师根据几个因素对学生进行评分。统计分析研究了成绩差异与教师评价因素之间的关系。结果如下：打印和触觉图形用户之间的性能显着差异被发现的条形图，地图，并在所有任务的总正确的反应。对于某些任务，触觉图形用户的感知难度与实际表现不一致。教师对具有图形个性化教育计划目标的学生的评分，使用图形的独立性，解决问题的能力，数学能力和参与图形的频率导致了总正确率和大多数个人图形结果的显着差异。讨论内容：虽然媒体类型是一个显着的贡献者在图形类型，一些教师评分的变量似乎减轻媒体对学生表现的重要性。根据图形类型，经验，内容知识，图形技能，信心和动机都可以影响学生在解释图形时的表现。对从业人员的影响：教师应尽早为学生提供接触图形的机会，并支持他们解决问题的能力，以提高他们独立使用图形的能力。
Introduction: The ability of students to engage with graphical materials supports learning in science, technology, engineering, arts, and mathematics areas. For students with visual impairments, understanding the factors that contribute to the effective interpretation of graphics can promote meaningful access to the curricula. Methods: Forty students with visual impairments completed multiple-choice question tasks for five types of graphics presented in their medium of choice and provided difficulty ratings. The teachers of students with visual impairments rated the students on several factors. Statistical analyses investigated the relationship between performance differences and teacher-rated factors. Results: Significant differences in performance between print and tactile graphics users were found for bar graph, map, and total correct responses on all tasks. For some tasks, perceived difficulty by tactile graphic users did not align with actual performance. Teachers’ ratings of students who had Individualized Education Program goals for graphics, independence in using graphics, problem-solving ability, mathematics ability, and frequency of engaging with graphics contributed to significant differences in performance across total correct and most individual graphic results. Discussion: Although medium type was a significant contributor across graphic types, some teacher-rated variables appeared to mitigate the importance of medium on student performance. Depending on the graphic type, experience, content knowledge, skills with graphics, and confidence and motivation can all affect student performance when interpreting graphics. Implications for practitioners: Teachers should provide students with early and frequent opportunities to engage with graphics and support their problem-solving abilities regarding how to engage with different graphic types to enhance their independent use of graphics.