Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/8195
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dc.contributor.authorDaly, Ann Een
dc.contributor.authorUnsworth, Leonarden
dc.date.accessioned2011-07-26T16:26:00Z-
dc.date.issued2011-
dc.identifier.citationAustralian Journal of Language and Literacy, 34(1), p. 61-80en
dc.identifier.issn1839-4728en
dc.identifier.issn1038-1562en
dc.identifier.urihttps://hdl.handle.net/1959.11/8195-
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 and 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
dc.languageenen
dc.publisherAustralian Literacy Educators' Association (ALEA)en
dc.relation.ispartofAustralian Journal of Language and Literacyen
dc.titleAnalysis and comprehension of multimodal textsen
dc.typeJournal Articleen
dc.subject.keywordsEnglish and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)en
local.contributor.firstnameAnn Een
local.contributor.firstnameLeonarden
local.subject.for2008130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)en
local.subject.seo2008930102 Learner and Learning Processesen
local.profile.schoolSchool of Educationen
local.profile.emailadaly3@une.edu.auen
local.profile.emaillunswort@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20110310-103034en
local.publisher.placeAustraliaen
local.format.startpage61en
local.format.endpage80en
local.peerreviewedYesen
local.identifier.volume34en
local.identifier.issue1en
local.contributor.lastnameDalyen
local.contributor.lastnameUnsworthen
dc.identifier.staffune-id:adaly2en
dc.identifier.staffune-id:lunsworten
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:8370en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleAnalysis and comprehension of multimodal textsen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.relation.urlhttp://www.alea.edu.au/resources/ajll-archive/ajll-archive-2011en
local.search.authorDaly, Ann Een
local.search.authorUnsworth, Leonarden
local.uneassociationUnknownen
local.year.published2011en
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School of Education
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