Donis A. Dondis. Loo THE SYNTACTICAL GUIDELINES FOR VISUAL LITERACY text of visual literacy can only mean the orderly arrangement of parts. A primer of visual literacy. by: Dondis, Donis A External-identifier: urn:acs6: primerofvisualli00doni:pdf:7cca37f-. A primer of visual literacy by Donis A. Dondis, , MIT Press edition, in English.

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During acquisition of Set 1 it took her able to teach them to read words. For those students, visual 7 sessions to reach the two-part criterion. It took 5 sessions to literacy skills may be the only form of information gathering reach criterion for Set 2, and 6 sessions for Set 3. Suki was available for decision- and choice-making. When visual com- unable to identify any of the logos during baseline.

During petencies are developed, they enable a visually literate person acquisition it took her 6 sessions to reach criterion for to discriminate and interpret visual information—the pictures, Set 1, 7 sessions for Set 2, and 7 sessions for Set 3. The mid- signs, and symbols one encounters in the environment dle school students averaged 6.

Hortin, ; Saunders, Much of what many persons Between baseline and acquisition phases there was no overlap know about the world is learned through visual images. The of data.

Similarly, when in the community for gen- Further research is needed to establish an expanded eralization probes, each student was able to identify each logo database that will substantiate the effectiveness and efficiency and name a product that could be downloadd in the store with of the skill sets of visual literacy with students with moderate no more than one error.

Research is also needed to elaborate on the skill sets beyond reading of pictures and logos.

There are Discussion at least two additional sets of skills that are compatible within a multimodal framework for literacy. These are the reading of This study provides an example of successful instruction of film and scanning settings.

These First, definitions of visual literacy cited include film Don- results add to the literature demonstrating a functional rela- dis, ; Seels, ; Wileman, There is a growing Downloaded from foa. Her interests include instructional strategies and direct in- Keenan, and video prompting e. Melissa Hughes is project director for the Center for Col- structional strategies for students with moderate and severe laborative Education at Georgia State University.

Her interests include disabilities. Research is needed to investigate reading videos, functional assessment and analysis, and instructional strategies for co- whether presented on videotape or computer. How can teach- teaching formats. Laura McIntosh is a graduate student in the Mul- ers enhance a video so that it can be read more accurately and tiple and Severe Disabilities Program at Georgia State University.

Dave Cihak is an assistant professor at the focus on, and what aspects should they be taught to focus on? University of Tennessee—Knoxville in the Department of Theory and What is the nature and result of competition between the vi- Practice in Teacher Education.

His research areas include effective in- sual image and the auditory track on a video? This video would parallel the use of film e-mail: palberto gsu. Commu- Alberto, P. Use of static picture nication skills directly related to visual literacy include scanning prompts versus video modeling during simulation instruction. Re- and questioning. For example, when entering a store, students search in Developmental Disabilities, 26, — Teaching Exceptional Children, 33, 60— If scanning is unsuccessful, the student needs Aldridge, J.

A beginning reading strategy. Aca- to be able to question an employee and follow directions to demic Therapy, 22, — Following verbal directions Ault, M. Comparison of progressive often includes locating visual landmarks pointed out by the and constant time-delay procedures in teaching community-sign direction-giver.

The inclusion of such a skill in literacy in- word reading. American Journal on Mental Retardation, 93, 44— struction continues the theme of multimodal skills for map- Bellini, S. A meta-analysis of video modeling ping an environment and identifying parts within it.

Exceptional Children, 73, — ity to read environmental print provides a functional reading For children without disabilities, con- Branham, R. Teach- textualized print in the environment facilitates the reading of ing community skills to students with moderate disabilities: Com- decontexualized print.

Investigations into similar relationships paring combined techniques of classroom simulation, videotape between environmental print and decontextualized print with modeling, and community-based instruction. Education and students with disabilities are warranted. Training in Mental Retardation and Developmental Disabilities, Within a framework of a community-referenced curricu- 34, — Curriculum and assessment for students with to recognize, understand, and learn visual information from moderate and severe disabilities.

New York: Guilford Press. Browder, D.

Interspersal of known items in a the environment to increase their access to goods and services treatment package to teach sight words to students with behavior and increase independent mobility and safety.

Visual literacy is disorders. The Journal of Special Education, 29, — Visual messages. Wordless picture books and the young language-disabled child. Teaching Exceptional Children, 22, 34— Dondis, D. A primer of visual literacy. Paul A. Alberto, PhD, is professor of multiple and severe disabilities at Ehri, L. Grapheme—phoneme knowledge is essential for Georgia State University, where he is director of the Bureau for Students learning to read words in English.

Ehri Eds. His interests include instruc- Word recognition in beginning literacy pp. Mahwah, NJ: tional strategies for literacy and community-based instruction. Cur- Erlbaum. Community-based curriculum: Instructional literacy for students with moderate and severe disabilities. Laura strategies for students with severe handicaps. Baltimore: Brookes.

Visual literacy. Journal of Aesthetic Education, Nurss, J. Development of written communication in Nor- 10, — Scandinavian Journal of Educa- Gast, D. Comparison of constant time delay and the system of least prompts Romski, M. Breaking the speech barrier: Lan- in teaching sight words to students with moderate retardation.

Ed- guage development through augmented means. Romski, M. Augmentative and Goodall, M. In ronment? Reading Teacher, 37, — Abbeduto Ed. Theoretical foundations of visual learning.

Dwyer Eds. Graphics and how they communicate. Enhanced small group learning pp.

A Primer of Visual Literacy

Englewood Cliffs, NJ: Educational Tech- instruction using choral responding and student interaction for nology Publications. American Seels, B. Visual literacy: The definition problem. Moore Journal of Mental Retardation, 99, 60— Environmental print pp. Reading Improvement, 28, — lications.

Find a copy online

Snell, M. Instruction of students with severe dis- Kontos, S. What preschool children know about reading and abilities 6th ed. Columbus, OH: Merrill. Young Children, 42, 58— Stevens, K. Time delay: Systematic instruction Kuby, P. Developmental progres- for academic tasks. Remedial and Special Education, 9, 16— Thorndike, R.

Guide for adminis- Reading Psychology, 15, 1—9. Lasater, M. Effects of video self-modeling and Chicago: Riverside. Story construction from a Treatment of Children, 18, — Early Childhood Research Quarterly, 11, 41— LeGrice, B. Training pupils with intellectual Wechsler, D. Wechsler intelligence scale for children 3rd ed. Linking logos with print for beginning reading abilities, 29, — Reading Teacher, 38, — McGee, L.

Read-A-Logo [Computer software].

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