The Role of Illustrations in Shared Book Reading: Book Design, Illustration References, and Preschoolers’ Memory for Facts Public

Abstract

Prior research demonstrates that illustrations contribute to children’s understanding and memory of book content during shared book reading, particularly when they reflect the text and do not contain any additional information (alignment), and are noticeable to the readers (salience). Very young children further benefit from an adult’s guidance to the relevant illustration, but factors influencing why readers choose to reference certain illustrations are unknown. The current research aimed: a) to examine the effect of illustration alignment and salience on illustration use during shared book reading of an expository picture book, and b) analyze relations between illustration references and children’s memory for book facts. Study 1A generated alignment and salience scores to use in analysis for Study 1B. Ten adult participants viewed a picture book with the words removed and recorded what she or he thought the illustrations on the page represented. This data was used to generate salience scores, and book coding was using to generate alignment scores. In Study 1B, twenty-nine adult-child dyads were videotaped reading the same expository picture book. At the end of the session, children participated in a memory task. Videos were coded for illustration references. Results demonstrate that both adults and children are more likely to reference aligned compared to unaligned illustrations, and that children in particular are sensitive to illustration salience even with alignment held constant. Furthermore, adults’ aligned object references both overall and during reading support children’s memory for book facts. This study suggests that design of expository books affects illustration references, which in turn influence children’s memory for book facts.

Table of Contents

I.Introduction ..........................................................................................................................1

II.Study 1A ............................................................................................................................10

Methods .............................................................................................................11

Results and Discussion......................................................................................14

III. Study 1B ...........................................................................................................................15

Methods ............................................................................................................15

Results ...............................................................................................................20

Discussion .........................................................................................................27

IV. References.........................................................................................................................37

V.Tables.................................................................................................................................39

Table 1 .............................................................................................................39

Table 2 .............................................................................................................40

Table 3 .............................................................................................................41

Table 4 .............................................................................................................42

Table 5 .............................................................................................................43

Table 6 .............................................................................................................44

Table 7 .............................................................................................................45

Table 8 .............................................................................................................46

VI. Figures................................................................................................................................47

Figure 1 ...........................................................................................................47

Figure 2 ...........................................................................................................48

About this Honors Thesis

Rights statement

• Permission granted by the author to include this thesis or dissertation in this repository. All rights reserved by the author. Please contact the author for information regarding the reproduction and use of this thesis or dissertation.

School	Emory College
Degree	B.A.
Submission	Honors Thesis
Language	English
Research Field	Psychology, Cognitive Education, Educational Psychology Psychology, Developmental
Mot-clé	shared book reading
Committee Chair / Thesis Advisor	Patricia Bauer, Emory University
Committee Members	Lynne Nygaard, Emory University Susan Tamasi, Emory University

Dernière modification

Primary PDF

Thumbnail	Title	Date Uploaded	Actions
	The Role of Illustrations in Shared Book Reading: Book Design, Illustration References, and Preschoolers’ Memory for Facts ()	2020-04-14 10:45:11 -0400	Press to Select an action Download

Supplemental Files

Thumbnail	Title	Date Uploaded	Actions