Date of Award:

5-2022

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

School of Teacher Education and Leadership

Department name when degree awarded

Education

Committee Chair(s)

Marla Robertson

Committee

Marla Robertson

Committee

Cindy D. Jones

Committee

Amy Piotrowski

Committee

Colby Tofel-Grehl

Committee

Aryn M. Dotterer

Abstract

The purpose of this content analysis study was to identify the affordances embedded in core reading program (CRP) teacher’s manuals that facilitate graphical literacy skills as a component of literacy instruction. In the informational text selections of selected CRPs, graphic category, type, function, and connection to text were assessed to determine the kinds of graphics used to convey information. The instructional guidance associated with these graphics was then evaluated for type of instruction (no instruction, reference, and teach) and explicit instruction elements. The results from this study indicate that representation photographs and general images are the most prevalent type of graphic in informational texts. Complex graphics, such as diagrams, maps, and timelines, are rarely used. The data also indicate that most of the graphics in the informational texts of CRPs are not indicated for graphical literacy skills instruction. For the limited number of graphics that have instructional guidance, explicit instruction was usually discussion. Recommendations for CRP publishers, teacher educators, and teachers is addressed in relation to these findings.

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