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Whereas the inclusion of pictures in texts have been found to affect students’ comprehension, little is known about the extent to which pictures with differential functions may affect students’ calibration of comprehension. The present mixed-methods study investigated the effects of picture functions as well as level of knowledge assessment on college students’ calibration. Quantitative findings indicated differential effects of pictures on students’ comprehension. However, effects were not found for students’ calibration. Qualitative findings further revealed that students’ subjective perceptions of the pictures were not consistent with the expected picture functions. Overall, students perceived the pictures did not facilitate their comprehension. Findings may emphasize the agentive role of learners in monitoring that assists them to overcome obstacles during reading.