Learning can be cognitively inaccessible when it requires the ability to select and prioritize among many elements or sources, and where there are no options for individuals who differ in that capability. One of the most effective ways to make information more accessible is to provide explicit cues or prompts that assist individuals in attending to those features that matter most while avoiding those that matter least. The experimental and quantitative evidence listed here reveals the effectiveness of strategies such as the use of graphic organizers, advanced organizers, multiple analogies and examples, and study guides to emphasize key ideas and relationships. The scholarly reviews and expert opinions provide a more classroom based perspective on the effectiveness of highlighting critical features, big ideas, and relationships.
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Gyselinck, V., & Tardieu, H. (1999). The role of illustrations in text comprehension: What, when, for whom, and why. In H. Van Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading (pp. 195–218). Mahwah, NJ: Lawrence Erlbaum Associates.
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Last Updated: 02/01/2011