Abstract
This study, using a mixed methods design, examined the use of a photograph-based model to improve students’ language and writing skills. Classes were assigned to receive the photograph-based intervention (experimental) or to receive the regular language-based curriculum (control). Both second and fifth grade students in the experimental group significantly improved their language and writing skills compared to the control group. Second grade students improved significantly more than fifth grade students. The findings also enabled the research team to identify deficiencies that required specific modifications in language curriculum design.
| Original language | English |
|---|---|
| Pages (from-to) | 298-321 |
| Number of pages | 24 |
| Journal | Curriculum Journal |
| Volume | 30 |
| Issue number | 3 |
| DOIs | |
| State | Published - 3 Jul 2019 |
Bibliographical note
Publisher Copyright:© 2019, © 2019 British Educational Research Association.
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 4 Quality Education
Keywords
- Language skills
- elementary school
- high and low order language skills
- language instruction
- photo-elicitation
- photographs
- visual literacy
ASJC Scopus subject areas
- Education
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