This convergent mixed-methods study investigated what urban fourth-grade students self-reported for navigating multimodal science books. Reported strategies included general reading processes, clarifying understanding, selecting portions to read, choosing an order to read the text, and interpreting the process in the text. A range of metacognitive awareness in navigating multimodal science books included categories of Limited, Novice, Competent, and Expert. Using Epistemic Network Analysis to visually map the cognitive processes students reported, we found urban students within this study relied on general literacy strategies including comprehension strategies, traditional text directionality, and identifying informational text features. Fewer students reported using more sophisticated strategies for interpreting multimodal science books, such as previewing or integrating written text and visual representations. This study provides evidence that disciplinary literacy instruction should go beyond general literacy strategies to equip students with more specific strategies for integrating the written text and visual representations in multimodal science texts.

中文翻译：

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使用认知网络分析可视化映射城市四年级学生导航多模态科学文本策略的元认知连续体

这项融合的混合方法研究调查了城市四年级学生为浏览多模态科学书籍而自我报告的内容。报告的策略包括一般阅读过程、澄清理解、选择阅读部分、选择阅读文本的顺序以及解释文本中的过程。导航多模态科学书籍中的一系列元认知意识包括有限、新手、有能力和专家的类别。使用认知网络分析对学生报告的认知过程进行可视化映射，我们发现本研究中的城市学生依赖于一般读写策略，包括理解策略、传统文本方向和识别信息文本特征。更少的学生报告使用更复杂的策略来解释多模式科学书籍，例如预览或整合书面文本和视觉表现。本研究提供的证据表明，学科扫盲教学应该超越一般的扫盲策略，为学生提供更具体的策略，以将书面文本和多模态科学文本中的视觉表现相结合。