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dc.contributor.authorDaly, Ann
dc.contributor.authorUnsworth, Len
dc.date.accessioned2017-05-03T11:40:44Z
dc.date.available2017-05-03T11:40:44Z
dc.date.issued2011
dc.date.modified2013-06-11T00:46:46Z
dc.identifier.issn10381562
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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent327544 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherAustralian Literacy Educators' Association
dc.publisher.placeAustralia
dc.publisher.urihttp://www.alea.edu.au/resources/ajll-archive/ajll-archive-2011
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom61
dc.relation.ispartofpageto80
dc.relation.ispartofissue1
dc.relation.ispartofjournalAustralian Journal of Language and Literacy
dc.relation.ispartofvolume34
dc.rights.retentionY
dc.subject.fieldofresearchEnglish and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130204
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.titleAnalysis and comprehension of multimodal texts
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
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.
gro.date.issued2011
gro.hasfulltextFull Text
gro.griffith.authorUnsworth, Len


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