(Incorporating) adjunct displays: A step toward facilitation of reading comprehension

Abstract

Two types of adjunct displays, graphic organizer and outline, were compared with text display to determine which one facilitates text comprehension by L2 learners. The results indicated the superiority of adjunct displays. However, no difference was observed between graphic organizers and outlines. Also it was found that low proficiency learners benefited from adjunct displays more than high proficiency ones. The results support the pedagogical potential of adjunct displays as text facilitators. The findings are discussed within the framework of the theories behind adjunct display effect.