Running head: GRAPHS, TABLES, AND DIAGRAMS

Graphs, Tables, and Diagrams:

Running head: GRAPHS, TABLES, AND DIAGRAMS

Article 1
Summary of the Review of Literature
The title of the article is Diagrams, Timelines, and TablesOh My! Fostering
Graphical Literacy. The article is written by Kathryn L. Roberts, Rebecca R. Norman, Nell K.
Duke, Paul Morsink, Nicole M. Martin and Jennifer A. Knight. The summary of the article
discusses teaching students about graphics in informational text and how teachers can effectively
teach them. The CCSS (Common Core State Standards), adopted by 45 states, place
considerable emphasis on visual texts. In addition, 30 individual grade-level standards explicitly
mention graphics, illustrations, or the role of illustrators (Roberts et al., 2013). It is important
that teachers embrace usage of graphics with instruction. Most state standards are aligned with
supporting visual texts. Not only do students have to learn concepts of reading, but also concepts
of graphics. These concepts of graphics appear to include, but are not necessarily limited to, the
concepts of action, extension, importance, intentionality, partiality, permanence, relevance, and
representation (Roberts et al., 2013). It is important for students to understand the concepts
because they provide the foundational understandings that children need to effectively engage
with graphical elements of text (Roberts et al., 2013).
Analysis of Methodology
The authors conducted a study on benefits of using graphical devices in classroom
instruction. They collected data through individual classroom teaching experiences. The
participants of their study were elementary-aged students (preschool-5th grade). The study was
conducted in a classroom setting.

Running head: GRAPHS, TABLES, AND DIAGRAMS

Summary of Results
In this article, the authors have presented twelve recommendations for teaching comprehension
and composition of graphics in informational text at the elementary level (Roberts et al., 2013).
The authors emphasis the importance of students understanding how to read the graphics.
Frequently used graphical devices include, captioned graphics, diagrams (cross-section, surface),
flowcharts, graphs, insets, maps, tables, and timelines. Struggling readers tend to rely on
graphics and pictures to recognize words. According to the authors, teachers and parents should
try and discourage this characteristic. The authors recommend teachers can help students with
understanding graphics by allowing students to plan their writing with graphics on their own.
One planning strategy is to have students create tables of the information they want to convey
and indicate the most appropriate device, if any, for each item (Roberts et al., 2013). Also,
teachers should showcase graphics in the classroom. Similarly, we believe it is important to
surround children with high-quality graphical devices and to help children use those [devices] in
meaningful ways and generally incorporate graphics into your classroom and daily routines as
much as possiblenot as decoration, but as frequently used resources (Roberts et al., 2013).
My Opinion
I think the research conducted by the authors is great for teachers to read. Many teachers
struggle with identify instructional strategies to support instruction. The use of graphical devices
can help or hurt students. If students always rely on graphics to understand words, teachers and
parents have to help students to stop the tendency. Although this article did not present any data,
the authors knew what worked from experience. I would have likes to see statistical data, which
included comparison of a controlled group and an uncontrolled group.

Running head: GRAPHS, TABLES, AND DIAGRAMS

What I Learned
I learned about the twelve recommendations that will help teachers to understand how
and why to utilize graphics. In my summary of results, I was not able to include all of the
recommendations, but I included two I thought were important. I learned about the types of
graphical devices and definitions of each. My favorite graphical devices are diagrams, tables,
captioned graphics, and flowcharts. It is important to foster ways to visual text because it helps
students who may be visual learners. Also, presenting information or text in a different manner
can allow students to retain information.
Article 2
Summary of the Review of Literature
The title of the article is Scaffolding Understanding of Tables and Graphs. The author of
the article is Lorna Quinnell. The article discusses the importance of understanding how to read
tables and graphs. As students are presented with information in a table or graph, teachers
should make sure they can understand how to read the graphical device. In this study, the author
uses the four resources model of literacy education, developed by Freebody and Luke. The four
resources model separates literacy into four competencies: code breaking, meaning making, text
using and critical analyzing (Quinnell, 2014).
Analysis of Methodology
The author conducted a study on how pre-service teachers understood mathematical
representations. The main focus of the research project was to develop a program of learning
sessions to scaffold the development of primary pre-service teachers knowledge of literacy in
mathematics, including the literacy demands of visual representations (Quinnell, 2014). Twentyone pre-service teachers were participants in the study. Data were gathered through audio

Running head: GRAPHS, TABLES, AND DIAGRAMS

recordings, collation of researcher field notes, and participant work samples and reflections
(Quinnell, 2014). It is unclear where the study was conducted.
Summary of Results
The author discussed three examples used in the study. Groups of teachers were
presented with different visual representations of information. One group was presented with a
table about education costs. Another group was presented with a graph about emergency waiting
times. The other group was presented with a bar graph about money growth with a bank. Each
group was to discuss their findings. Each group discussed important features of the figures,
including labels, titles, and key words. According to the four resources model, teachers started
with code breaking. Meaning making led teachers to grasp an understanding of the message that
was trying to be shared, which also regard prior knowledge from the teachers to build upon.
Teachers then had a critically analysis the data shown in the figures. Each group gave a different
response. Truth behind the data could be show biased viewpoints.
My Opinion
I think this article outlines what is required to understand how to read a table or graph.
The article presented a case study with information that is beneficial. The study showed how
groups were presented with information in different visual representations. I believe teachers
should allow students to practice how to decode information presented in many different ways. I
would have liked to know more information about each teachers background and teaching
experience.
What I Learned
Code breakings, meaning making and critical analysis are important factors to remember
when teaching students how to read a graphical device. Students will not understand the text if

Running head: GRAPHS, TABLES, AND DIAGRAMS

they are not taught how to read information presented in a different way. Students should be
exposed to and have practice with visual representations in order for them to become effective
users.
Article 3
Summary of Review of Literature
The title of the article is Teaching Graph Literacy Across the Curriculum. The authors of
the article is Andrew Zucker, Carolyn Staudt, and Robert Tinker. The article discusses how to
help students read graphs in all subject areas. More than ever, then, teaching students to read and
understand graphs is a responsibility shared across multiple subjects and departments, including
at minimum teachers of ELA, science and mathematics (Zucker, Staudt & Tinker, 2015). It is
important for students to understand how to read graphs. Yet national and international
assessments show that although most students can identify values on a graph (e.g. the
temperature at noon was 59 degrees), many have trouble identifying what trends are shown on
this graph, the key points where some phenomenon changed dramatically, the rate of change
indicated by the points, and other less obvious information (Zucker, Staudt & Tinker, 2015).
Although teachers try to help students understand graphs, most are not given any clear directions
on how to teach students how to read graphs. Teacher guides for most textbooks do not include
clear explanations of the steps people go through to understand a graph (Zucker, Staudt &
Tinker, 2015). After reading and conducting research on learning to read graphs, the authors
developed a framework for teachers to follow and free software activities for students. The
framework developed by the authors includes three steps to understand a graph including: (1)
Identify and encode prominent visual graph features, (2) Link visual graph features to

Running head: GRAPHS, TABLES, AND DIAGRAMS

quantitative facts, trends, or other relationships, and (3) Integrate the features and relationships
with the context of the graph (Zucker, Staudt & Tinker, 2015).
Analysis of Methodology
The authors conducted a study of students being able to easily identify informational text
in graphs. The participants of the study were teachers and students of twenty-seven different
middle school classes over a three month period. The data was conducted by random
assignment. The study was conducted in a classroom setting.
Summary of Results
The results showed significant gains in understanding graphs for students taught by
teachers who used the software activities (Zucker, Staudt & Tinker, 2015). Results also showed
students who did not use the activities did not demonstrate any statistical gains in understanding
graphs (Zucker, Staudy & Tinker, 2015).
My Opinion
I believe the research was conducted in the right manner. The results were expected. I
knew classes who did not receive any instruction about reading graphs would not show gains.
Although the results were expected, there was not much in depth comparison about the groups
being tested. It would have been great to know more about the demographics of the school and
classes. Also, I would have liked to know more information about the teachers of each class (i.e.
background, teaching experience).
What I Learned
I learned it is important for students to understand how to interpret data depicted in
graphical devices. Students have to understand how to break down the information being
presented. If students are not able to read, they will not understand informational text. Since

Running head: GRAPHS, TABLES, AND DIAGRAMS

reading is fundamental, some teachers may have to present less complex information to
struggling students.
Reflection
Overall, completing this assignment allowed me to read and learn about information I had
not known. I think case studies provide the readers with tangible evidence about a subject or
topic. Also, the case studies allow the readers to see what works and what doesnt work. I have
always enjoyed using graphs, tables and diagrams, but I never thought it would be difficult for
people to understand the information. In my opinion, these graphical devices allow information
to be more structured and easier to understand. After reading these articles, I now know it is
important for teachers to teach how to read certain graphical devices. Teachers should spend
some time researching instructional strategies to learn about what may or may not for their class.
I think most people adopt innovations through word-of-mouth, instead of researching for
themselves. In the future, I will continue to research strategies Im unsure about.

Running head: GRAPHS, TABLES, AND DIAGRAMS

References
Quinnell, L. (2014). Scaffolding understanding of tables and graphs. Australian Journal Of
Language & Literacy, 37(2), 15.
Roberts, K. L., Norman, R. R., Duke, N. K., Morsink, P., Martin, N. M., & Knight, J. A. (2013).
Diagrams, Timelines, and Tables-Oh, My! Fostering Graphical Literacy. Reading
Teacher, 67(1), 12-24.
Zucker, A. A., Staudt, C., & Tinker, R. (2015). Teaching Graph Literacy Across the Curriculum.
Science Scope, 38(6), 19-24.