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Components of Visual Literacy: Teaching Logos

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.

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Focus on Autism and Other Developmental Disabilities, Vol. 22, No. 4, 234-243 (2007)
DOI: 10.1177/10883576070220040501


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This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Alberto, P. A. Articles by Cihak, D. Search for Related Content Social Bookmarking                         What's this?