Abstract
This article presents the major findings of a longitudinal study on the use of photograph-based assignments to improve higher-order thinking and language skills among second- and fifth-grade students using an intervention framework and a convergent mixed method (quantitative and qualitative) approach. The method promoted oriented study skills for students with an accent in the combination of higher-order thinking strategies, reading skills, and photo-elicitation. Participants in the second grade attained a level close to participants in the fifth grade. Students with different levels of language skills in the intervention group progressed significantly compared with the control group.
| Original language | English |
|---|---|
| Pages (from-to) | 45-56 |
| Number of pages | 12 |
| Journal | Journal of Education |
| Volume | 199 |
| Issue number | 1 |
| DOIs | |
| State | Published - 1 Jan 2019 |
Bibliographical note
Publisher Copyright:© 2019 Trustees of Boston University.
Keywords
- higher-order thinking
- language skills
- photo-elicitation
- photographs
- visual literacy
ASJC Scopus subject areas
- Education
