Graphics Out Loud: Perceptions and Strategic Actions of Students With Visual Impairments When Engaging With Graphics

Introduction: Facility in graphics use is critical to accessing data visualizations science, technology, engineering, the arts, and mathematics (STEAM) content areas. Efforts understand cognitive processes underlying strategic action by students with visual impairments must consider both metacognition self-regulated learning. Methods: Think-aloud transcripts were analyzed using a priori level one coding based on Model of Graphic Interpretation (MoGI) followed second-level analyze nuanced commonalities differences performance, medium, level. Results: Differences each component MoGI found for print graphic tactile users, particularly performance Higher performers better able articulate strategy reasons selecting strategies. Discussion: Findings coincide quantitative findings participants (see Zebehazy & Wilton, 2021 ). Transcripts provided additional confirming evidence interdependence components. Implications Practitioners: Use think aloud can support assessment instruction build when engaging graphics.