GRAPHICAL REPRESENTATION IN 4TH AND 5TH GRADE HISTORY TEXTBOOKS

Abstract

Graphical representation of textual contents is a powerful tool in the teaching and learning of reading comprehencion as it helps students reflect on the relations between the different informative units presented in the text. This survey aimed to identify examples and models of graphical representations in textbooks as these may become an importante parto f classroom content and activities that focus on the reading of academic texts. A sample of tem 14th and 5th grade history textbooks, from Five different publishers, was analyzed. The analysis included a description of type and number of graphical representations. The results reveal that there is very little use of graphical representations. The educational implications arising from the results are discussed.