Illustration and Text Comprehension: Tales Study for Primary Students

Abstract

Essential for the individual’s successful adaptation in the society, text comprehension is a cognitive activity more and more complicated to the child (Blanc & Brouillet, 2005). However, these understanding difficulties get better with the age (Boisclair, Makdissi, Sanchez, Fortier, & Sirois, 2004; Segui & Léveillé, 1977). The present study, working on the principle that illustration is beneficial to the comprehension process (Ammari, 2015; Blanc & Tapiero, 2002; Gyselinck, 1995, 1996; Gyselinck & Tardieu, 1993; Reinwein, 1988; Rizk Batien, 2009; Vezin, 1986), has proposed to study the effect, the role of this one on comprehension to the children through tales. Two groups of students aged from 7 to 9 years old read two short stories, illustrated or not. Two tests were also submitted to them: the task of understanding and highlighting important words and/or ideas. The results obtained show clearly the positive effect of the illustration on the students’ performances and testify thus to the fact that illustration can be used as a palliative to the understanding difficulties of to the children.

Evaluating computer science students reading comprehension of educational multimedia-enhanced text using scalable eye-tracking methodology

“…To mitigate this, instructional strategies that emphasize the decoding of diagrams and the integration of relevant textual and pictorial information have been developed, showing immediate benefits in reading comprehension and learning processes (Nurjanah Mohd & Siew Ming, 2020). Moreover, the role of teachers in supporting students with text-picture integration is crucial, as their instructional strategies can significantly affect students' skill improvement in this area (Faustin & Samuel Nyock, 2019). This highlights the importance of not only the design of educational materials but also the pedagogical approaches employed to facilitate effective learning.…”