Illustration and Text Comprehension: Tales Study for Primary Students

  •  Faustin Mounguengui    
  •  Samuel Nyock Ilouga    


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.

This work is licensed under a Creative Commons Attribution 4.0 License.
  • ISSN(Print): 1927-0526
  • ISSN(Online): 1927-0534
  • Started: 2011
  • Frequency: semiannual

Journal Metrics

(The data was calculated based on Google Scholar Citations)

1. Google-based Impact Factor (2021): 1.11
2. h-index (December 2021): 29
3. i10-index (December 2021): 87
4. h5-index (December 2021): N/A
5. h5-median (December 2021): N/A