Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Symboler som komplement - stödjande eller störande?: Hur elever upplever att symbolstöd i undervisningen påverkar deras förståelse av muntlig information
Umeå University, Faculty of Arts, Department of language studies.
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Graphic symbols as a complement – supportive or disturbing? : How students experience that graphic symbols affect their understanding of oral information. (English)
Abstract [en]

The aim of this study is to examine students’ experiences of how graphic symbols as a visual support affects their understanding of oral verbal information. Students with a typical language development as well as students with language difficulties regarding the understanding of vocabulary were included in the study, in total 43 students from two different classes in grade 5 participated. The students answered a questionnaire conducted at the end of two lessons without graphic symbols and two lessons with graphic symbols in order to explore how usage of graphic symbols affected their experienced understanding. The results were compared through a paired samples t-test and an independent samples t-test. The results showed that both the linguistic vulnerable students and the students with typical linguistic development experienced an increased understanding of the teachers lecture during the lessons with graphic symbols. However, the results indicated no positive effect for the linguistic vulnerable students regarding the understanding of the teacher’s vocabulary or how clear the teacher’s explanations were. The results also showed that the linguistic vulnerable students, in comparison to the students with typical linguistic development, experienced greater difficulties regarding the understanding of both the vocabulary and the symbols used by the teacher. 

Place, publisher, year, edition, pages
2019.
Keywords [sv]
språklig sårbarhet, visuellt stöd, språklig tillgänglighet, multimedialt lärande
National Category
Pedagogical Work General Language Studies and Linguistics
Identifiers
URN: urn:nbn:se:umu:diva-167242OAI: oai:DiVA.org:umu-167242DiVA, id: diva2:1385261
Subject / course
Degree project: PGDip in Special Needs Training with specialisation in the development of language, writing and reading
Educational program
Postgraduate Diploma in Special Needs Training
Supervisors
Examiners
Available from: 2020-01-16 Created: 2020-01-13 Last updated: 2020-01-16Bibliographically approved

Open Access in DiVA

Symboler som komplement(899 kB)14 downloads
File information
File name FULLTEXT01.pdfFile size 899 kBChecksum SHA-512
43475314336fbcab7c602693e12f7a400548798f9eafcea919dcdf399821ca0ce4974e0c86e84352aad11cac97a2b189676a55b5ae1ca4fc36b30bc086b676e8
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Eriksson, Kajsa
By organisation
Department of language studies
Pedagogical WorkGeneral Language Studies and Linguistics

Search outside of DiVA

GoogleGoogle Scholar
Total: 14 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 80 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf