EXAMINING THE SYMBIOTIC RELATIONSHIP BETWEEN VERBAL AND VISUAL LITERACY IN TERMS OF FACILITATING STUDENT ACHIEVEMENT

Abstract

The use of visuals specifically designed to complement printed instruction can significantly improve student achievement of certain types of educational objectives. However, the specific type of visual which will be most effective is dependent on the student's prior knowledge level in the content area, the level of information processing required by the objective to be achieved and the academic capacity of the students themselves. Although properly designed and positioned visuals can significantly improve student achievement of specific types of educational objectives, visualization itself represents only a mild rehearsal strategy which will not always optimize student achievement of the more complex levels of learning. To maximize student achievement of the more complex types of learning, the visualized print mode of instruction needs to be complemented by embedded printed adjunct learning and/or preinstructional strategies. Evidence is also furnished to support the contention that if visualization is used in the encoding process, it also should be used in the retrieval phase of the teaching/learning process.