Abstract
Summary. Previous conclusions regarding the negative effects of illustration on learning to read are challenged. The view that reading is a linguistically and contextually constrained process demands that the effects of illustration be evaluated in this context and not only on isolated word recognition. Clarity is also sought on the issue of comprehension. For 20 average, second‐year readers, reading continuous text with and without illustration, it was found that illustration: (a) facilitated contextual word recognition accuracy, strategies reflecting use of contextual cues, the self‐monitoring strategy of self‐correction, and comprehension at the level of literal idea recall; (b) interfered with the use of graphic cues; and (c) had no effect on comprehension at the level of inference beyond literal content.
Published Version
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