Analyzing the Role of Visual Cues in Developing Prediction-Making Skills of Third-and Ninth-Grade English Language Learners

Oct 15, 2026

Uploaded by SANS

The action research examines how visual cues influence prediction-making skills in reading comprehension for 3rd- and 9th-grade English language learners (ELLs). The study emphasizes increasing students’ awareness of context clues through visual supports, using classroom visuals tailored to learner demographics. Data were collected over about six weeks in two schools, applying triangulation to connect visual-cue use with prediction effectiveness. The work also outlines instructional approaches and theoretical rationales linking visualization, oral language, and improved understanding.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages41

Reading Time1 h 43 min

AccessFree to download

Introduction

Articulating Theories

Visual Cues as Comprehension Aids

Inclusive Instructional Strategies

Analyzing the Role of Visual Cuesin Developing Prediction-Making Skills of Third-and Ninth-Grade English Language Learners The goal of this action research is to increase student awareness of context clues, with an emphasis on student use of visual cues in making predictions. Visual cues in the classroom were used to differentiate according to the needs of student demographics (Herrera, Perez, & Escamilla, 2010). The purpose of this intervention was to improve students’ prediction-making skills as well as to ensure active reading and thinking skills. The research team focused on the research question: What is the relationship between the use of visual cues and predicting skills as a reading-comprehension strategy for 3rd-and 9th-grade English language learners (ELLs)? Our team conducted research in 2 schools, focusing on 1 group of elementary school students and 1 group of high school students. Data collection occurred for approximately 6 weeks in each school. Triangulation of data sources was used to attain amore cohesive understanding of how visual cues relate to students’ ability to make predictions during reading. Introduction This action research team consists of two English as a second language (ESOL) teachers who serve students of varying age groups, proficiency levels, and learning needs. Teacher A is a third-grade ESOL teacher at a Title I elementary school in Fairfax County, Virginia. Teacher B is a high-intensity language training (HILT) teacher who serves students who are dually identified as English language learners (ELLs) with special learning needs at a highschool in Arlington County. As experienced ESOL teachers, we are The CATESOL Journal 27.1 • 2015 • 53 aware that reading comprehension is a common denominator to mastering academic language and content at any developmental stage. As we reflected on our varying teaching situations, we realized that students were not fully understanding what they were reading in class. The focus for our research project was reading skills. We were specifically interested in prediction making as a prereading strategy that would draw upon students’ prior knowledge and prepare them for the text. Members of our target population, marginalized because of their language proficiency levels, would benefit from opportunities to make connections with their own experiences. After reviewing many research-based strategies for reading comprehension, we decided that various methods of using visual cues would enhance predicting skills, thereby strengthening reading comprehension of language learners of all ages and developmental levels. Articulating Theories Visual Cues as Comprehension Aids This study regards prediction making as a reading-comprehension strategy and seeks to focus on the relationship between prediction making and visual cues in ELLs from grades 3 and 9. As children receive most of their information via visual cues from birth to approximately age 5, it is vital to take into account the ways in which student needs can be met. Providing an abundance of visual information was an approach we sought to implement. Many beginning readers rely on visuals for clues rather than the words themselves (Cooper, 2002) . Inhuman development, visual literacy is acquired before verbal literacy. That is why it is the basic literacy in the thought processes that constitutes the foundation for reading and writing (Stokes, 2001). For many students, both ELLs and non-ELLs alike, parsing graphics may prove far simpler than parsing words (Herrera, Perez, & Escamilla, 2010) . As Kreidler (1971) notes,“Unfamiliar cultural aspects can be presented easily through visual aids. Especially overseas, the decoration of the classroom with cultural pictures should not be overlooked” (p. 22) . Kreidler, during a study of visual cues and their effectiveness when used among ELLs, also specified that in an ideal learning environment, students should do 80% of the talking. Visual elements a

FAQs

What is the primary goal of the action research?

To increase student awareness of context clues, with an emphasis on using visual cues to support prediction making during reading.

What research question guides the study?

What is the relationship between using visual cues and prediction skills as a reading-comprehension strategy for 3rd- and 9th-grade English language learners?

How was data collected and analyzed?

The team conducted research in two schools over about six weeks in each, using triangulation of data sources to form a cohesive understanding of how visual cues relate to students’ prediction abilities.

Oct 15, 2026

Uploaded by SANS