Return to Creating Visuals strategy page.
Armstrong, A., Ming, K., & Helf, S. (2018). Content area literacy in the mathematics classroom. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 91(2), 85-95.
Ghiso, M. P., & Low, D. E. (2013). Students using multimodal literacies to surface micronarratives of United States immigration. Literacy, 47(1), 26-34.
Haney, W., Russell, M., & Bebell, D. (2004). Drawing on education: Using drawings to document schooling and support change. Harvard Educational Review, 74(3), 241-272.
Hibbing, A. N., & Rankin-Erickson, J. L. (2003). A picture is worth a thousand words: Using visual images to improve comprehension for middle school struggling readers. The Reading Teacher, 56(8), 758-770.
Hull, G., & Zacher, J. (2010). What is after-school worth? Developing literacy and identity out of school. Building Smart Education Systems, 20.
Newell, G. E., Beach, R., Smith, J., & VanDerHeide, J. (2011). Teaching and learning argumentative reading and writing: A review of research. Reading Research Quarterly, 46(3), 273-304.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education 93(3), 223-231.
Van Meter, P., & Garner, J. (2005). The promise and practice of learner-generated drawing: Literature review and synthesis. Educational Psychology Review, 17(4), 285-325.
Wammes, J. D., Meade, M. E., & Fernandes, M. A. (2016). The drawing effect: Evidence for reliable and robust memory benefits in free recall. The Quarterly Journal of Experimental Psychology, 69(9), 1752-1776.
Wilhelm, J. D. (1995). Reading is seeing: Using visual response to improve the literary reading of reluctant readers. Journal of Reading Behavior, 27(4), 467-503.
Willis, J. (2006). Research-based strategies to ignite student learning. Alexandria, VA: ASCD.
Wissman, K., Costello, S., and Hamilton, D. (2012). 'You're like yourself': Multimodal literacies in a reading support class. _Changing English, 19(_3), 325-338.