Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Focus on Autism and Other Developmental Disabilities
This Article
Right arrow Free Full Text (Free PDF) Free
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Alberto, P. A.
Right arrow Articles by Cihak, D.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Components of Visual Literacy: Teaching Logos

Paul A. Alberto

Georgia State University, palberto{at}gsu.edu

Laura Fredrick

Center for Collaborative Education at Georgia State University

Melissa Hughes

Georgia State University

Laura McIntosh

Georgia State University

David Cihak

University of Tennessee-Knoxville in the Department of Theory and Practice in Teacher Education

Definitions of literacy that focus solely on reading words provide too narrow a framework for many students with severe disabilities. Obtaining information from the environment may be accomplished in a variety of modes, such as visual literacy, which is the ability to discern meaning conveyed through images. A component of visual literacy is picture reading. This study demonstrates the teaching of logo reading through time delay as an additional component of visual literacy. Visual literacy is discussed as a primary means of obtaining information for some students and as an additional means of literacy for students who can also learn to read Words.

Focus on Autism and Other Developmental Disabilities, Vol. 22, No. 4, 234-243 (2007)
DOI: 10.1177/10883576070220040501
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?