Differences in Middle School Students’ Reading Comprehension Based on Visual Presentation Modes
Hwang Sanghyun Park Youngmin
한국교원대학교 한국교원대학교
Korean Language Education Research Vol. 61 No. 1 pp.483-515 (2026)
Abstract
This study investigates how visual presentation modes affect the reading comprehension of 559 middle school students assigned to text-only, high-relevance, or low-relevance visual conditions. The results reveal a U-shaped developmental pattern; Eighth graders perform worst due to cognitive load, whereas ninth graders excel in integrative processing. Notably, while the text-only condition shows a significant gender gap, visual modes mitigate these differences regardless of relevance. This indicates that the transition to ninth grade is critical for multimodal processing and that visuals can reduce gender disparities in reading achievement.
Keywords
삽화중학생 읽기이해단서 종합 이론이중 부호화 모형국어교육
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