Strategic activating visual information on reading comprehension of Japanese academic texts

摘要

We investigated the effects of visual information to identify nonnative learners' problems on reading Japanese academic texts. It was designed to investigate strategic differences between the high-scored readers and low-scored readers in regard as the comprehension scores. We conducted clustering analysis of descriptive data of forty-two students and find four distinct categories (principal vector; paraphrase, characteristics of items, diagram's item). The analysis of variance showed that the high-scored learner could integrate textual and visual information into one and interpret the main idea positively. On the contrary, low-scored learner just picked up the information form vtsual cues and could not connect it with the main idea.