The Use and Value of Illustrations as Contextual Information for Readers at Different Progress and Developmental Levels
Bibliographic Data
| ID | 9615751 |
|---|---|
| Authors | David R Donald (University of Cape Town, corresponding author) |
| Year | 1983 |
| Volume | 53 |
| Issue | 2 |
| Pages | 175-185 |
| Publication date | 1983-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1983.tb02548.x |
| PMID | 6882673 |
| OpenAlex | W2073137962 |
| Language | EN |
| Citations received | 3 |
S ummary . Controversy surrounds the role of illustrations in reading development. Supporters of the focal attention hypothesis claim that illustrations act as distractors in learning the cues to individual word recognition. Conversely, within a psycholinguistic framework, the contextual hypothesis maintains that in learning to read continuous text illustrations may constitute a legitimate source of semantic information. Whether this serves an adaptive function and at what levels of reading development was the essential research question. From 1868 children across grades I to V, 120 good and poor readers at reading ages 7 and 9 were selected. Subjects read narrative extracts of 320 words with or without illustrations. Results in general confirmed the contextual hypothesis. More specifically, illustrations were adaptively used in terms of textual message identification, information processing strategy and comprehension by good readers at RA7. Poor readers particularly at RA9 showed significant illustration effects but strategy results suggested a non‐adaptive function. Good readers at RA9 were least affected, appearing independent of illustrative information
Cognitive psychology · Cognitive science · Comprehension · Function (biology) · Identification (biology) · Learning to read · Linguistics · Narrative · Reading (process) · Reading comprehension · Value (mathematics) · Vocabulary · Word learning · Word recognition · Computer Science · Psychology · Reading and Literacy Development · Visual and Cognitive Learning Processes
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| Unique citing works | 3 |
|---|---|
| Citations per year | 0,12 |
| Citation span | 2000 - 2025 (26) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |