Effects of Illustrations on Reading Comprehension of Learning Disabled Students

Abstract

The effects of illustrations on comprehension were investigated among 32 learning disabled elementary-aged students. Students read an illustrated passage and a non-illustrated passage and answered eight comprehension questions following each passage. Results showed significantly more correct responses to comprehension questions following the non-illustrated passages. Results are discussed in relation to the purported benefits of illustrations. Implications for instruction and suggestions for future research are presented.