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dc.contributor.authorDaly, Annen_US
dc.contributor.authorUnsworth, Lenen_US
dc.date.accessioned2017-05-03T11:40:44Z
dc.date.available2017-05-03T11:40:44Z
dc.date.issued2011en_US
dc.date.modified2013-06-11T00:46:46Z
dc.identifier.issn10381562en_US
dc.identifier.urihttp://hdl.handle.net/10072/48262
dc.description.abstractThis research is part of an Australian Research Council linkage project that is developing a model of image-language relations in multimodal texts (Unsworth, Barnes & O'Donnell, 2006-2008). The materials used in the investigation were the 2005 and 2007 NSW Basic Skills Tests (BST). Data from the tests enabled an analysis of variance to compare the mean difficulty of BST items assessing the comprehension of different types of image-language relations which have been outlined by Unsworth and Chan (2008). As there was a range of difficulty for the items assessing each type of image-language relation, it was decided to investigate other aspects of the texts that might be causing difficulty. Accordingly, complexity within the targeted written language segments and complexity within the images were analysed separately using selected features of Functional Grammar (Halliday, 2004/ 1994) and Visual Grammar (Kress & van Leeuwen, 1996) to see whether these factors also affected item difficulty. In conclusion, the findings about multi-semiotic text complexities and item difficulties are considered in order to identify factors that might be relevant to the comprehension of multimodal texts and to suggest implications for future research about language and literacy learning in primary schools.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent327544 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherAustralian Literacy Educators' Associationen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.alea.edu.au/resources/ajll-archive/ajll-archive-2011en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom61en_US
dc.relation.ispartofpageto80en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalAustralian Journal of Language and Literacyen_US
dc.relation.ispartofvolume34en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEnglish and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)en_US
dc.subject.fieldofresearchcode130204en_US
dc.titleAnalysis and comprehension of multimodal textsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.rights.copyright© 2011 Australian Literacy Educators' Association. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_US
gro.date.issued2011
gro.hasfulltextFull Text


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