Numbers like these leave little room for doubt that students who know how to decode and interpret graphical elements have a distinct advantage over those who do not. As a case in point, a recent analysis of 276 science and social studies textbooks, leveled readers, and trade books appropriate for second and third graders revealed that 60% of the 12,238 graphics in these texts provided additional information not included in the written text (Fingeret, 2012). There is also evidence that graphics in children’s texts are increasing in their diversity, complexity, and importance. Graphical elements - labeled diagrams, timelines, tables, and so forth - are increasingly ubiquitous. One would have to search far and wide these days to find a single informational text written for a K–6 audience that does not contain one or more graphical elements.
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