Exploring the Roles of Text and Images in Primary Students’ Multimodal Reading Comprehension of Informational Materials

• In Event: AERA Poster Session Thursday 4:15pm
  In Poster Session: Research in Research and Literacy (SIG 11) Poster Session II

Abstract

Understanding how different modalities (e.g., text and images) support meaning-making in multimodal reading is essential to advancing literacy. While prior research has examined separate roles of text and images in picture books and comics, few studies address their functions in informational reading. Given the cognitive complexity of such materials, young readers often struggle with comprehension. This study investigated the roles of text and images in primary students’ informational multimodal reading. Findings from semi-structured interviews with 40 students revealed that text supported comprehension at the cognitive level, while images enhanced attention, motivation, and cognition; their combination yielded positive effects as well as potential challenges. These insights advance theoretical understanding of modality functions and inform reading resource development and instructional practices.

Authors

• Yaping Liu, The Hong Kong Polytechnic University

• Xinhua Zhu, Hong Kong Polytechnic University

• Choo Mui Cheong, University of Hong Kong