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Journal articles on the topic 'Map reading'

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Published: 4 June 2021
Last updated: 1 August 2024

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1

Little, Peter. "Map reading." Nature 383, no. 6595 (September 1996): 39. http://dx.doi.org/10.1038/383039b0.

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2

Jul, Erik, Eric Childress, and Eric Miller. "Map Reading." Journal of Internet Cataloging 2, no. 2 (October 27, 1999): 3–5. http://dx.doi.org/10.1300/j141v02n02_02.

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3

Moore, Phillip J., and Neville J. Schofield. "Metacognitive Instruction in Map Reading." Educational Psychology 14, no. 3 (January 1994): 259–68. http://dx.doi.org/10.1080/0144341940140301.

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4

Emery, Cathy D. "Map Reading in Older Adults." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 40, no. 24 (October 1996): 1255. http://dx.doi.org/10.1177/154193129604002408.

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5

Ooms, Kristien. "Map Use: Reading, Analysis, Interpretation." Cartographic Journal 54, no. 4 (October 2, 2017): 375–76. http://dx.doi.org/10.1080/00087041.2017.1419896.

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6

Perkins, Chris, and Ann Gardiner. "Real World Map Reading Strategies." Cartographic Journal 40, no. 3 (December 2003): 265–68. http://dx.doi.org/10.1179/000870403225012970.

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7

Menno-Jan, Kraak. "Map use: reading, analysis, interpretation." Cartography and Geographic Information Science 40, no. 1 (January 2013): 53–54. http://dx.doi.org/10.1080/15230406.2013.762142.

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8

Dong, Weihua, Yuhao Jiang, Liangyu Zheng, Bing Liu, and Liqiu Meng. "Assessing Map-Reading Skills Using Eye Tracking and Bayesian Structural Equation Modelling." Sustainability 10, no. 9 (August 28, 2018): 3050. http://dx.doi.org/10.3390/su10093050.

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Map reading is an important skill for acquiring spatial information. Previous studies have mainly used results-based assessments to learn about map-reading skills. However, how to model the relationship between map-reading skills and eye movement metrics is not well documented. In this paper, we propose a novel method to assess map-reading skills using eye movement metrics and Bayesian structural equation modelling. We recruited 258 participants to complete five map-reading tasks, which included map visualization, topology, navigation, and spatial association. The results indicated that map-reading skills could be reflected in three selected eye movement metrics, namely, the measure of first fixation, the measure of processing, and the measure of search. The model fitted well for all five tasks, and the scores generated by the model reflected the accuracy and efficiency of the participants’ performance. This study might provide a new approach to facilitate the quantitative assessment of map-reading skills based on eye tracking.
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9

Dillon, Moira R., and Elizabeth S. Spelke. "From map reading to geometric intuitions." Developmental Psychology 54, no. 7 (July 2018): 1304–16. http://dx.doi.org/10.1037/dev0000509.

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10

Henty, Neil. "Map reading skills not required here." Early Years Educator 18, no. 3 (July 2, 2016): 5. http://dx.doi.org/10.12968/eyed.2016.18.3.5.

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11

Rachwal, Tadeusz. "Transformations of vision: Reading Kuhn's map." European Legacy 2, no. 4 (July 1997): 798–801. http://dx.doi.org/10.1080/10848779708579815.

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12

Carstensen, Laurence W. "Teaching Map Reading Through a Tournament." Journal of Geography 86, no. 1 (January 1987): 30–31. http://dx.doi.org/10.1080/00221348708979445.

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13

Gerber, Rod, John Lidstone, and Rod Nason. "Modelling expertise in map reading: Beginnings." International Research in Geographical and Environmental Education 1, no. 1 (August 1992): 31–43. http://dx.doi.org/10.1080/10382046.1992.9964879.

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14

Alderson, P. "Ethical map reading in neonatal care." Journal of Medical Ethics 13, no. 1 (March 1, 1987): 17–20. http://dx.doi.org/10.1136/jme.13.1.17.

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15

Sluter, Claudia Robbi, and João Vitor Meza Bravo. "Identifying Map-Reading, Map-Using, and Map-Generating tasks in a crowdsourcing context." Abstracts of the ICA 3 (December 13, 2021): 1–2. http://dx.doi.org/10.5194/ica-abs-3-271-2021.

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16

Selvarajasingam, Shanthini, Subadrah Madhawa Nair, and Walton Wider. "The Effects of Bubble Map and Tree Map Method in CEFR Reading Comprehension." World Journal of English Language 13, no. 7 (August 16, 2023): 307. http://dx.doi.org/10.5430/wjel.v13n7p307.

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The effective method of teaching CEFR reading comprehension makes students to have better exposure and gain confidence in Malaysian secondary schools. The ultimate goal of this study is to investigate whether the use of Bubble Map and Tree Map methods enhances students’ learning of Multiple-Choice Questions (MCQ) in the CEFR reading comprehension. This quantitative study employed a quasi-experimental design. The sample of this study consisted of 105 Form One students (13 years old) from three different schools (school A, B and C) from Petaling Jaya, Selangor. The sample were chosen as intact groups. The Experimental Group 1 (EG1) from school A was taught using Bubble Map, Experimental Group 2 (EG2) from school B was taught using Tree Map and the Control Group (CG) from school C was taught using conventional method. The pre-test and post-test were used as instruments to collect the data for this study. The quantitative data was analyzed using SPSS program for Windows version 26. The MANCOVA test and Tukey HSD were used to analyze the data. The findings demonstrated that EG1 (using Bubble Map) significantly outperformed EG2 and CG in their CEFR reading comprehension. The results also indicated that EG2 (using Tree Map) performed significantly better than CG (using conventional method). This study has essential pedagogical implication because the Bubble Map and Tree Map methods had positive effects in enhancing students’ CEFR reading comprehension. As such, teachers can use Bubble Map and Tree Map methods as an alternative method to teach CEFR reading comprehension in the ESL classroom.
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17

Liando, Nihta V. F., Eliska L. Dolongtelide, and Mister G. Maru. "ENGLISH TEACHING IN THE LENS OF MIND MAPPING: EXAMINING ITS EFFECTIVENESS IN IMPROVING STUDENTS’ READING SKILLS." Journal of English Culture, Language, Literature and Education 10, no. 2 (November 22, 2022): 296–308. http://dx.doi.org/10.53682/eclue.v10i2.5260.

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The aim of this research is to reveal the effectiveness of using mind map technique in teaching English to improve students’ reading skills at one vocational high school in North Sulawesi. Experimental study is applied to the controlled and experimental classes. The students in the controlled class were taught using traditional method and in the experimental class by Mind Map Technique. The result of this study shows the mean scores of the test in the experimental class were 81, while the mean scores of the test in control class were 53.3. The finding shows there is an influence of using mind map technique on student reading ability. The students show responsibility and enjoy the learning process. It could be argued that Mind-Map technique can be used as one of the alternatives in teaching reading. Thus, it can be concluded that Mind Map technique is considered effective in teaching reading to students at this school. It helps them to learn the reading content as well as teaches them how to understand the content of English texts. With mind map technique, it was found that the students easily understand the texts. They could also retell the text and were able to answer the questions. Mind Map technique could improve the students’ achievement in reading comprehension text. Teaching reading by using Mind Map technique is effective rather than traditional method
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18

Szigeti-Pap, Csaba, Dávid Kis, and Gáspár Albert. "Understanding Map Misinterpretation: Factors Influencing Correct Map Reading and Common Errors." ISPRS International Journal of Geo-Information 12, no. 12 (November 26, 2023): 479. http://dx.doi.org/10.3390/ijgi12120479.

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Misinterpreting maps can have serious consequences, especially in situations requiring quick decisions like using car navigation systems. Studies indicate that a map reader’s experience is crucial for understanding maps, but factors such as age, education, and gender can also influence interpretation. However, understanding only the proportion of correctly interpreted information is not enough. It is essential to investigate the types of mistakes made and their causes. To address this, we conducted a study available in six languages with 511 participants who completed an online questionnaire testing their map reading skills. The questions focused on scale usage, mental rotation, and recognizing map categories (relief, line and point symbols, and geographic names). Gender had significant relation with one skill, qualification with two and age with three. Experience was associated to the highest number of skills, a total of four, confirming previous findings. When making mistakes, participants tended to overestimate distances and struggled with conceptual similarities in symbol recognition. Experienced readers often misplaced reference locations of geographic names. The results of the research could be used in the design of large-scale maps (e.g., car navigation), as they allow to reduce typical map reading errors by careful selection of symbol types and placements.
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19

Chang, Kang-tsung, and James R. Antes. "Sex and Cultural Differences in Map Reading." American Cartographer 14, no. 1 (January 1987): 29–42. http://dx.doi.org/10.1559/152304087783875345.

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20

Lack, Roland-François. "Paris nous appartient: Reading Without a Map." Australian Journal of French Studies 47, no. 2 (May 2010): 133–45. http://dx.doi.org/10.3828/ajfs.47.2.133.

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21

Lloyd, Robert. "Visual Search Processes Used in Map Reading." Cartographica: The International Journal for Geographic Information and Geovisualization 34, no. 1 (April 1997): 11–32. http://dx.doi.org/10.3138/f342-1217-827r-0777.

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22

Streeter, Lynn A., and Diane Vitello. "A Profile of Drivers' Map-Reading Abilities." Human Factors: The Journal of the Human Factors and Ergonomics Society 28, no. 2 (April 1986): 223–39. http://dx.doi.org/10.1177/001872088602800210.

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23

Siemer, Julia. "Review of Map Use: Reading and Analysis." Cartographic Perspectives, no. 68 (March 1, 2011): 91–92. http://dx.doi.org/10.14714/cp68.14.

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24

Carbonell Carrera, Carlos, Bogdan Vlad Avarvarei, Elena Liliana Chelariu, Lucia Draghia, and Simona Catrinel Avarvarei. "Map-Reading Skill Development with 3D Technologies." Journal of Geography 116, no. 5 (November 10, 2016): 197–205. http://dx.doi.org/10.1080/00221341.2016.1248857.

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25

Porterfield, Molissa J. "Map Use: Reading, Analysis, Interpretation, 8th Edition." Photogrammetric Engineering & Remote Sensing 85, no. 4 (April 1, 2019): 251–52. http://dx.doi.org/10.14358/pers.85.4.251.

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26

Auckland, D. W. "Automatic map reading for distribution system design." IEE Proceedings - Generation, Transmission and Distribution 142, no. 6 (1995): 549. http://dx.doi.org/10.1049/ip-gtd:19952099.

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27

Muir, Sharon Pray. "Understanding and Improving Students' Map Reading Skills." Elementary School Journal 86, no. 2 (November 1985): 207–16. http://dx.doi.org/10.1086/461444.

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28

Schwering, Angela, Jakub Krukar, Jana Seep, and Yousef Qamaz. "Individualization in Spatial Behaviour and Map Reading." AGILE: GIScience Series 4 (June 6, 2023): 1–5. http://dx.doi.org/10.5194/agile-giss-4-41-2023.

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Abstract. For a long time, research has investigated spatial behaviour of people in navigation research and identified different wayfinding strategies. Researchers agree, that the environment with its structure and features influences the wayfinding strategies. The present paper presents a tool to investigate people’s strategies during navigation tasks. GeoGami, an educational geogame fostering navigational map reading skills, can be used to collect trajectories of people navigating through an environment. We developed a semantically annotated representation of the environment and clustered the resulting trajectories according to their spatio-temporal and semantic similarity. The result shows the existence of groups of common spatial patterns along with individual spatial behaviours that cannot be grouped into a cluster.
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29

Kumar, Kapil, Sumbul Ghulamani, and Muhammad Ali Qureshi. "ZOOMABLE MAP-READING EXTENSION FOR WEB BROWSERS." Journal of Information Systems and Digital Technologies 2, no. 1 (May 13, 2020): 40–46. http://dx.doi.org/10.31436/jisdt.v2i1.107.

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This research paper proposes a navigation technique that can help us to navigate without clicking on to the hyperlink. This can be added in any internet browsers as an extension so that the user can easily navigate with all the webpages or websites in an innovative and interactive way. This kind of hyperlink helps us to navigate the whole page without clicking on that and will simply show us the results of that particular links site which will be found generic and saves the users time for clicking the link and then viewing all the contents related to that. 117 students were selected from different universities to experience with this extension. The positive response from the students has also been found where 80% ratio of users has promoted the idea to implement for the betterment of user’s interaction. It will be performing one of the vital roles in the future for interactive navigation techniques.
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30

Gromko, Joyce E., and Allison Smith Poorman. "Does Perceptual-Motor Performance Enhance Perception of Patterned Art Music?" Musicae Scientiae 2, no. 2 (September 1998): 157–70. http://dx.doi.org/10.1177/102986499800200204.

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The purpose of this study was to compare children's ability to perceive form in patterned art music after listening to music under one of two conditions: map-reading versus perceptual-motor performance. Twenty-nine upper-elementary children from a private school in a midwestem city in America participated in the study, with 15 children in the map-reading group and 14 in the perceptual-motor group. Map-reading children scored a mean of 6.80 (SD = 2.96) out of a possible 12 points on the Form Perception test; children from the perceptual-motor performance condition scored a mean of 9.93 (SD = 1.54). A Mann-Whitney test on Form Perception scores by group yielded U = 175.5, p < .01. Children in the perceptual-motor group, who mirrored the teacher in performance of kinesthetic analogues while listening to patterned art music and who assembled a visual listening map, were significantly better at perception of the form in patterned art music. A regression of Form Perception scores on Age (y = − 5.01 + 0.10x) was significant, F (1, 13) = 8.14, p < .05, for the map-reading group. That is, Form Perception scores for younger children in the map-reading group were lower than those for older children. Whereas the sign of the slope was also positive for the perceptual-motor group (y = 4.96 + 0.04x), the relationship of Form Perception scores to Age was not significant, F (1, 12) = 3.30, n.s. The significant effect of Age in the map-reading group suggests that merely reading the listening map may not be sufficient for perception of form in younger children. Children who are still developing reading and memory skills may benefit from perceptual-motor involvement during music listening.
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Hidayati, Fithiryah Nurul. "PENGEMBANGAN MEDIA PEMBELAJARAN TOEFL READING BERBASIS VIDEO MIND MAP UNTUK MAHASISWA IAIN SURAKARTA." Konstruktivisme: Jurnal Pendidikan & Pembelajaran 7, no. 1 (January 5, 2015): 1–12. http://dx.doi.org/10.30957/konstruk.v7i1.20.

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The objective of this study is to map reading 4 materials in a mind map framework and visualizing the materials in the video program for TOEFL reading materials on mid map basis for TOSE students at IAIN Surakarta. The study used Research and Development (R&D) assigning TOSE students and lecturers in the program. Three stages of R&D devised by Borg & Gall (2003) were implemented in the study, covering: exploration, development of prototype, and effectiveness assessment of the product. The study found the following findings. First, exploration stages commenced from needs analysis and development of initial prototype. Second, the development of prototype began with devising reading materials in a video program on the basis of mind map. Prototype was evaluated based upon expert judgement and main field testing resulting revision on the teaching materials. Third, Mind Map-Based TOEFL Reading materials gives better results than reading materials of conventional version.
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Medyńska-Gulij, Beata. "Map compiling, map reading, and cartographic design in "Pragmatic pyramid of thematic mapping"." Quaestiones Geographicae 29, no. 1 (March 1, 2010): 57–63. http://dx.doi.org/10.2478/v10117-010-0006-5.

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Map compiling, map reading, and cartographic design in "Pragmatic pyramid of thematic mapping" This paper concerns the dependent relationships between map compilation, map reading, and cartographic design with special regard to thematic mapping. The first step is to measure the simple relationship between cartographic practice and map design and present a pyramid of pragmatic thematic mapping. The model contains various types of maps, a range of cartographic principles, and sources of knowledge for map design. When presented as a pyramid, these functional dependencies can refer to a series of pragmatic criteria which relate to the use of thematic maps.
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Lloyd, Robert Earl. "Attention on Maps." Cartographic Perspectives, no. 52 (September 1, 2005): 28–57. http://dx.doi.org/10.14714/cp52.377.

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Wilson’s (1998) notion of consilience among disciplines should be a goal for cartographers. Consilience requires important facts and fact-based theories to apply across disciplines. This paper reviews research on visual attention as an example of a topic shared by information science disciplines. Attention is considered as a competition between neural processes that allow information to be selected and emphasized for perceptual processing. Visual attention has been modeled as a spotlight, zoom lens, gradient, and multiple spotlights. It is argued that visual attention can impact multiple map reading processes and that cartographers can use knowledge about the effects of attention on map reading to design more effective maps. Attention can be directed to locations, objects, and features in the visual field and impacts performance on a variety of map reading tasks. Important general questions relating visual attention and map reading are stated and the literature providing answers discussed. The “dark side” of attention is also discussed and linked to the concepts of inhibition of return, visual marking, inattentional blindness, change blindness, and the attentional blink. Specific map-reading processes affected by visual attention are considered that include figure-ground segregation, visual search, and object selection and grouping. Research trends related to cartographic design and map reading are considered for these processes. Future cartographic studies are considered in four categories—vision before attention, vision with attention, vision after attention, and vision without attention. Understanding the role of visual attention in map reading should be a goal of cartographers interested in producing effective maps.
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Suharto, Ririn Pratiwi, Eka Listianing Rahayu, and Hiqma Nur Agustina. "The Use of Mind Map in Collaborative Learning Activities of a Literary Reading Class." Briliant: Jurnal Riset dan Konseptual 8, no. 3 (August 19, 2023): 543. http://dx.doi.org/10.28926/briliant.v8i3.1368.

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The use of mind map as collaborative learning activities in literary reading class will be examined. The students will choose any kind of technology tools to make a mind map in reading class. The aims of this study are to identify the implementation of using mind map in collaborative learning activities of a literary reading class and students’ perceptions on it. This is a mixed method research. The data are taken from observation and questionnaires. The observation results are used to analyze the implementation of using mind map in collaborative learning activities of a literary reading class. The questionnaires are used to identify students’ perception on it. This study results that the students had positive perception toward the use of mind map and believed that it helps them learn the materials faster, save more time in doing collaborative work, understand the relationship between ideas, and more motivated to read literary texts.
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35

Zheng, Meng-Cong. "Influences of different underground station map designs on map-reading and wayfinding." GeoInformatica 24, no. 3 (January 11, 2020): 531–55. http://dx.doi.org/10.1007/s10707-020-00396-w.

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36

Tarman, Ilknur, and Nefise Semra Erkan. "A Study on the Development of Map and Globe Reading and Interpretation Skills in Early Childhood Education." International Journal of Education in Mathematics, Science and Technology 9, no. 4 (October 2, 2021): 668–83. http://dx.doi.org/10.46328/ijemst.2044.

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In this study, the impact of the Map and Globe Use Training Program on the map and globe reading and interpretation skills of five-year-olds continuing to a preschool program was examined. A semi-experimental model with a pre-test/post-test control group was used to assess the impact of a 10-week map and globe use-training program in the preschools of three educational institutions in Turkey. In addition to the daily life experiences of the children selected for the experimental group in the study, the researchers applied the Education Program on the Use of Map and Globe, while the children in the control group continued to be given regular daily education programs by their teachers. The data were collected using the “Map and Globe Reading and Interpretation Skills Assessment Test for Children Aged Five.” As a result of the study, a statistically significant difference at the level of 0.05 was observed between the mean scores of the experimental and control group members’ map and globe reading and interpretation skills. The result reveals that the applied program is effective and permanent in providing children with map and globe reading and interpretation skills.
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37

Hart, Karen. "Create a story map." Early Years Educator 22, no. 4 (November 2, 2020): S8—S9. http://dx.doi.org/10.12968/eyed.2020.22.4.s8.

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Laying the foundations for reading is about more than helping children to begin to match and recognise letters. It's all about showing that books are fun, are for sharing and are full of ways to make play more exciting.
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38

Selvarajasingam, Shanthini, Subadrah Madhawa Nair, and Walton Wider. "Creative Approach in Teaching CEFR Reading Comprehension Using Bubble Map and Tree Map Method." World Journal of English Language 13, no. 8 (October 12, 2023): 489. http://dx.doi.org/10.5430/wjel.v13n8p489.

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In Malaysian secondary schools, the dynamic tool of teaching CEFR reading comprehension is to give students a greater exposure and increase their motivation in conducive learning environment. The topmost objective of this study is to investigate whether the use of Bubble Map and Tree Map method improves students’ learning of open ended and cloze test questions in the CEFR reading comprehension framework. For this purpose, the researcher employed a quasi-experimental design with a sample of 105 Form One students (13 years old) from three different schools (school A, B and C) from Petaling Jaya, Selangor. Three groups of students were taken as intact groups to fulfill the requirement of this study. All the three groups were comprised with equal participants (35 students in each group). The Experimental Group 1 (EG1) from school A was taught using Bubble Map, Experimental Group 2 (EG2) from school B was taught using Tree Map and the Control Group (CG) from school C was taught using conventional method. In order to collect the data, the researcher administered pre-test and post-test (instruments for this study). First, the quantitative data was analyzed using MANCOVA test and Tukey HSD (SPSS program for Windows version 26). The findings from the MANCOVA test demonstrated that EG1 (using Bubble Map) significantly outperformed EG2 and CG in answering open ended comprehension questions and the cloze test questions. The results of Tukey HSD also indicated that EG2 (using Tree Map) performed significantly better than CG (using conventional method) in answering the open ended and the close test comprehension questions. This study has crucial pedagogical implication because it revealed that utilizing Bubble Map and Tree Map methods can enhance students CEFR reading comprehension. As such, teachers can use Bubble Map and Tree Map method as an alternative method to teach CEFR reading comprehension in the ESL classroom.
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Taylor, Mark. "Using The Lexia Reading Program To Increase NWEA MAP Reading Scores In Grades 1 to 3." Interdisciplinary Journal of Advances in Research in Education 1, no. 2 (May 1, 2019): 1–8. http://dx.doi.org/10.55138/z104284tam.

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This quantitative study evaluated the efficiency of the Lexia Reading Program in 132 early elementary school students in an inner-city school in Hartford, Connecticut. Students who met the criteria were assigned to the experimental Lexia group, and other students were randomly assigned to a comparison group. The Northwest Evaluation Association Measures of Academic Progress (NWEA MAP) was used to provide pre and post measures of literacy skills. Results indicated that students who used Lexia outperformed students in the control group (p <.01): their MAP scores increased from 157 to 174, a 17-point increase, while the control group’s scores increased from 166 to 171, a 5-point increase. The Lexia reading program appears to be an effective tool to improve the literacy skills of struggling first- to third-grade readers. Keywords: Lexia reading, Lexia group, NWEA MAP, Elementary students, https://orcid.org/0000-0003-2703-5767
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40

Rassaei, Ehsan. "Effects of two forms of concept mapping on L2 reading comprehension and strategy awareness." Applied Linguistics Review 10, no. 2 (May 26, 2019): 93–116. http://dx.doi.org/10.1515/applirev-2017-0006.

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AbstractThe present study investigates the effects of two concept mapping strategies, guided concept mapping and concept map correction, on second language (L2) reading comprehension during eight instructional sessions. The study also aims to examine the effects of these concept mapping techniques on learners’ awareness of other reading strategies. The participants included 56 intermediate level Persian EFL learners enrolled in three intact EFL classrooms. The three intact classes were designated as two experimental groups and one control condition. Learners in one experimental group were asked to do guided concept mapping by reading a text in each session and completing a partially filled concept map of the text afterwards. The participants of the second experimental group were provided with a similar text in each session along with its concept map in which some concepts were wrongly incorporated and were asked to revise the concept map. Participants of the control group were asked to read the same texts without doing any concept mapping activity. Reading comprehension pre- and post-tests and a strategy awareness questionnaire were used as dependent measures. Analysis of the participants’ post-test comprehension scores revealed that both concept mapping techniques were effective for promoting the participants’ reading comprehension skill. Meanwhile, the results indicated that map correction was more effective than guided concept mapping for promoting reading comprehension. The findings also revealed that drawing concept maps enhances learners’ awareness of other reading strategies.
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41

Keenan, Katharine Anne, and Darwin Tsen. "Reading While Walking." Teaching Anthropology 9, no. 2 (April 16, 2020): 51–55. http://dx.doi.org/10.22582/ta.v9i2.540.

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This reflection focuses on how the opportunity to co-teach across disciplines illuminates the interconnections between literary criticism and ethnographic methodology. We discuss the value of walking as a way of knowing and of creative genres as modes of representation. Through the class’s final project, a multimedia map of Kenosha, we see the benefits of a combined literary and ethnographic approach in our students’ rigorously observed and sensitively rendered presentations.
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Giancola, Marco, Maria Chiara Pino, Valentina Riccio, Laura Piccardi, and Simonetta D’Amico. "Preschoolers’ Perceptual Analogical Reasoning and Map Reading: A Preliminary Study on the Mediating Effect of Spatial Language." Children 10, no. 4 (March 28, 2023): 630. http://dx.doi.org/10.3390/children10040630.

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Reading and interpreting a map represents an essential part of daily life, enabling appropriate orientation and navigation through space. Based on the idea that perceptual analogical reasoning is critical in aligning the spatial structure of the map with the spatial structure of the space and given the critical role of language, especially spatial language, in encoding and establishing spatial relations among elements in the environment, the present study investigated the joint contribution of perceptual analogical reasoning and spatial language in map reading. The study was conducted with 56 typically developing 4- to 6-year-old children, and the results indicated that perceptual abstract reasoning affected map reading through the mediating effect of spatial language. These findings yielded theoretical and practical implications regarding the role of perceptual abstract reasoning and spatial language in shaping map-reading abilities in the early stages of life, highlighting that domain-specific language competencies are necessary to improve the encoding of spatial relations, to establish object correspondences, and to ensure successful navigation. Limitations and future research directions were discussed.
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43

Marrocco, G., E. Di Giampaolo, and R. Aliberti. "Estimation of UHF RFID Reading Regions in Real Environments." IEEE Antennas and Propagation Magazine 51, no. 6 (December 2009): 44–57. http://dx.doi.org/10.1109/map.2009.5433096.

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44

Monastersky, R. "Reading Climate Changes in an Ice Age Map." Science News 138, no. 25/26 (December 22, 1990): 388. http://dx.doi.org/10.2307/3975053.

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45

Beitlova, Marketa, and Stanislav Popelka. "Revealing map reading strategies of physical geographic maps." Abstracts of the ICA 3 (December 13, 2021): 1. http://dx.doi.org/10.5194/ica-abs-3-28-2021.

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46

Cuckler, John M. "The Clinical Picture of Debris Generation: Map Reading." Orthopedics 21, no. 9 (September 1998): 943–45. http://dx.doi.org/10.3928/0147-7447-19980901-06.

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47

Ibraheem, Basem, Abeer Hamdy, and Nevien Darwish. "Textual Signs Reading for Indoor Semantic Map Construction." International Journal of Computer Applications 53, no. 10 (September 25, 2012): 36–43. http://dx.doi.org/10.5120/8459-2268.

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48

Green, B. "An interpretation map: Finding paths to reading processes." Acta Theologica 35, no. 1 (February 2, 2016): 59. http://dx.doi.org/10.4314/actat.v35i1.4.

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49

Cowley, Julian. "'weeping map intense activity din': Reading Donald Barthelme." University of Toronto Quarterly 60, no. 2 (January 1991): 292–304. http://dx.doi.org/10.3138/utq.60.2.292.

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50

Mandrikas, Achilleas, Dimitrios Stavrou, and Constantine Skordoulis. "A teaching-learning sequence about weather map reading." Physics Education 52, no. 4 (May 5, 2017): 045007. http://dx.doi.org/10.1088/1361-6552/aa670f.

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