Analysis of Articles about the Picture of Reading - Essay Example

The students learn how to analyze pictures and come up with several meanings that can be written to explain the pictures. This approach enlightens the students to open up their minds to learn more words and understand that there is more than one meaning to a certain picture(Piro, 2002). The understanding depends on the individual and the one attitude towards the arts. Traditionally, teachers used pictures as feedback on education. It is a fact that many teachers have underused the reading of pictures as part of teaching(Smiciklas, 2012). Fortunately, modern teachers are incorporating pictures and use of visuals to aid them in teaching.

The article frames the use of pictures as the ability to encode and decode meanings in such a way that the culture expresses them (Piro, 2002).  It is evident that the use of language and visual arts has something in common. Both possess syntactic and semantic properties. They also require the writer or artist to prepare from a set standard of rules to provide the meaning(Maher, 2008). Visual learning involves the use of elements such as color, texture, forms, lines, and patterns to explain something.

On the other hand, in written form, students use sentences, phrases, and appropriate words to explain the same phenomenon(Piro, 2002). The availability of potential to interpret the same situation using both forms interconnects the knowledge and skills to read texts and pictures. The use of pictures is commonly used in teaching children who understand more by use of pictures(Piro, 2002). Pictures make it easy for children to remember than just using plain words. This eventually shows that pictures need to be incorporated into the school curriculum to help in the understanding of vocabularies in an efficient and effective way.

In addition, modern children use picture books in their lessons, which makes them have better knowledge to study nonlinguistic infrastructure(Piro, 2002). The linguistic element comes later in children where they are first acquainted with highly developed and practiced nonlinguistic background.