A meta‐analytic review of the effect of adjunct pictures on reading comprehension

Overall findings of this meta-analysis reveal small effects of adjunct pictures on reading comprehension. No advantage was found when traditional vs. nontraditional text settings were compared. Generally small effects were found for nontraditional text settings at both public school and university levels. On the other hand, a large effect was noted for university-level subjects in traditional text settings. Additionally, line drawings seem to facilitate comprehension more than do shaded drawings or photographs, and color pictures seem to have a greater effect than black and white pictures. Finally, only a slight difference between immediate vs. posttests was found.

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