The role of illustrations in children’s inferential comprehension

Pike, Meredith M.; Barnes, Marcia A.; Barron, Roderick W.

doi:10.1016/j.jecp.2009.10.006

Cited by 77 publications

(97 citation statements)

References 39 publications

(26 reference statements)

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“…This result confirmed previous studies (Brookshire et al, 2002;Captu, 2009;Free, 2004;Gerrard, 2008;Lee, 1986;Mayer & Smis, 1994;Roller & Matamb, 1992) in which they found a statistically significant effect for picture. The findings of the current study did not support Carrell (1983), Pike (2008), and Willows (1978). According to Carrell (1983) and Willows (1978), pictures did not have any effect on readers' reading comprehension.…”

Section: Resultscontrasting

confidence: 98%

“…According to Carrell (1983) and Willows (1978), pictures did not have any effect on readers' reading comprehension. Pike (2008) also believed that pictures both facilitate and intrude the subjects reading comprehension. However, in this study, pictures had a significant effect on first-grade high school students.…”

Section: Resultsmentioning

confidence: 99%

“…In addition, she reported that pictures had larger effects for younger learners and for those who were less-skilled readers. According to Pike (2008), pictures both aided and impeded reading comprehension. It depends on the type of information depicted, but as grade increased this effect is reduced.…”

Section: Resultsmentioning

confidence: 99%

“…So, the mere presence of pictures alone does not improve the reading comprehension performance. With review of previous research, some researchers (Beach, 2008;Chujo & utiyama, 2005;Mehrpour & Riazi, 2004;Oh, 2000;Richards, et al, 1992;Strother & Ulijn, 1987) have investigated the effect of text length and other researchers (Caputo, 2009;Carrell, 1983;Ebrahimpur, 1999;Free, 2004;Gerrard, 2008;Haring, 1987;Lee, 1986;Nicholas, 2007;Pike, 2008;Sufiyatun, 2009;Vaziri Kang-e-Olia, 2000) have studied the effect of picture on readers' comprehension. In the above studies, the simultaneous effects of these two variables have been neglected.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Quantitative results indicated that pictures had a significant effect on subjects' comprehension scores. Pike (2008) also studied the impact of pictures on inferential comprehension of children. Participants were 73 children from grades two to six.…”

Section: Picturementioning

confidence: 99%

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The Effects of Text Length and Picture on Reading Comprehension of Iranian EFL Students

Jalilehvand¹

2012

ASS

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This research examined the effects of text length and picture on reading comprehension. 'Dual Coding Theory' is a powerful rationale behind using pictures and texts together. According to this theory, "information is much easier to retain and retrieve when it is dual-coded because of the availability of two mental representations instead of one." The sample consisted of 79 first grade female students from three high schools in Iran. The participants were of the same level of proficiency. The researcher utilized two texts in this study. In fact, one of these two texts was a shortened version of the original text. Using a between subject design, participants were divided into four groups. Each group read a reading comprehension text under one of four conditions: 1) long text with picture, 2) long text without picture, 3) short text with picture, and 4) short text without picture. The reading comprehension texts were accompanied by 5 multiple-choice items and 10 true-false items. Although the participants performed better on the original text, the results of the analysis of variance (ANOVA) showed that length had no significant effect on reading comprehension of Iranian high school students. However, subjects performed better on texts with picture. Therefore, picture is a key variable in influencing EFL students' reading comprehension at high school levels. These findings have pedagogical implication in the EFL and ESL fields.

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Section: Resultscontrasting

confidence: 98%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Statement Of the Problemmentioning

confidence: 99%

Section: Picturementioning

confidence: 99%

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The Effects of Text Length and Picture on Reading Comprehension of Iranian EFL Students

Jalilehvand¹

2012

ASS

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From invitation to destination: A systematic literature review of the use of picturebooks in inquiry‐based education

Oberman

2023

British Educational Res J

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Picturebooks offer powerful supports for teaching diverse content across different curriculum areas. Research and curriculum resources document their use in inquiry-based education practices, particularly in relation to science and philosophy. There is, however, little theoretical analysis of this use or cross-curricular comparisons. Applying a systematic literature review process, this paper examines existing empirical research on the use of picturebooks in formal inquiry-based education contexts. The analysis considers the context in which the picturebooks were used, including curriculum context and class level, the role played by the picturebooks in the inquiries and the value ascribed to the use of picturebooks. The review proposes a framework for understanding and contrasting the varying roles played by picturebooks in inquiry-based education approaches. This framework involves seven uses: invitations, provocations, mentors, models, resources, touchstones and destinations. Varying benefits are attributed to the use of picturebooks, including their practicality, inclusivity, complexity, aid to cognitive learning, emotional engagement and association with child readers. These benefits emphasise both the accessibility and the complexity of picturebooks. The review proposes that inquiry approaches should attend to picturebook form and content and the interdependency of the two. The review's analysis supports extended use of picturebooks across the curriculum, including in

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The Role of Inference Making and Other Language Skills in the Development of Narrative Listening Comprehension in 4–6‐Year‐Old Children

Lepola

Lynch

Laakkonen

et al. 2012

Reading Research Quarterly

197

144

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In this two‐year longitudinal study, we sought to examine the developmental relationships among early narrative listening comprehension and language skills (i.e., vocabulary knowledge, sentence memory, and phonological awareness) and the roles of these factors in predicting narrative listening comprehension at the age of 6 years. We also sought to examine the role of inference‐making skills as longitudinal and concurrent predictors of other language skills and listening comprehension from the age of 4 to 6 years. One hundred thirty Finnish‐speaking children participated in the study. A theoretical model of the developmental relationships among the variables was proposed and the associations were analyzed by means of path analysis. Results showed that inference skills, assessed through picture‐book viewing, made a significant and unique contribution to variation in later narrative listening comprehension. Inference skills also played an indirect role in narrative listening comprehension by making a significant contribution to vocabulary knowledge even after controlling for earlier vocabulary knowledge and sentence memory. Although vocabulary knowledge and sentence memory were related to concurrent narrative listening comprehension, they did not predict later listening comprehension over and above the autoregressor. The results are discussed in terms of the predictive validity and diagnostic sensitivity of inference skills assessments in listening comprehension. Implications for research and theory are also discussed.

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The role of illustrations in children’s inferential comprehension

Cited by 77 publications

References 39 publications

The Effects of Text Length and Picture on Reading Comprehension of Iranian EFL Students

The Effects of Text Length and Picture on Reading Comprehension of Iranian EFL Students

From invitation to destination: A systematic literature review of the use of picturebooks in inquiry‐based education

The Role of Inference Making and Other Language Skills in the Development of Narrative Listening Comprehension in 4–6‐Year‐Old Children

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