1. What are the differential effects on reading comprehension of dynamic versus static illustrations of biology processes?
2. What are the differential effects on reading comprehension of instructional versus descriptive captions?

Update for 2009

The current study compares the relative impact of different types of etext illustrations on student comprehension of a high school biology text. Participating student are high school students with learning disabilities. This study explores whether there are significant differences in learning outcomes for students with LD reading science etexts supported with static illustrations (sequence of pictures with captions that are read out loud) versus dynamic illustrations (narrated and animated versions of the same sequence of pictures). Research questions include: (a) Is there a significant difference on tests of learning comprehension for students with learning disabilities reading 9th grade biology etexts with static illustrations versus dynamic illustration? (b) What student characteristics influence the effectiveness of dynamic vs. static text illustrations designed to support 9th grade biology etexts? (c) What dimensions of knowledge differ when represented with static illustrations versus dynamic illustrations? Data gathered include: (a) pre- and post-test results on a content-based measure of vocabulary development and reading comprehension; (b) a standardized achievement tests; and (c) classroom observation measures of student engagement and time on task.