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order to pinpoint why a student may be struggling to understand graphics. For example, is it due to
the lack of sufficient textual information (i.e., a need for accompanying descriptions)? Is it due to
the student not knowing how to problem-solve when encountering ambiguous information? Does
the student need to improve his or her technical skills (e.g. systematic scanning)? Or, is the graphic
itself distracting the student from the intent of the task? The more information we can gain as
practitioners about why a task is challenging, the more effectively we can design our instruction.
References
Lewalter, D. D. (2003). Cognitive strategies for learning from static and dynamic visuals.
Learning & Instruction, 13(2), 177.
Morash, V., Connell Pensky, A. E., Alfaro, A., & McKerracher, A. (2012). A review of
haptic spatial abilities in the blind. Spatial Cognition & Computation, 12(2/3), 83-95.
doi:10.1080/13875868.2011.599901
Sung, E., & Mayer, R. E. (2012). When graphics improve liking but not learning from
online lessons. Computers In Human Behavior, 28(5), 1618-1625.
doi:10.1016/j.chb.2012.03.026
Zebehazy, K.T., & Wilton, A.P. (2014). Straight from the source: Students with visual
impairments' perceptions about graphic use. Journal of Visual Impairment & Blindness,
108(4), 275-286.
Zebehazy, K.T., & Wilton, A.P. (2014). Charting success: The experience of teachers of
students with visual impairments in promoting graphic use by students. Journal of Visual
Impairment & Blindness, 108(4), 263-274.
Zebehazy, K.T., & Wilton, A.P. (2014). Quality, importance, and instruction: The
perspective of teachers of students with visual impairments on student graphic use. Journal
of Visual Impairment & Blindness, 108(1), 5-16.
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