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Abstract The major research question was: How do pictures and texts function in developing literary elements in picturebooks for younger readers and picturebooks for older readers? We examined 30 picturebooks for younger readers and 30 picturebooks for older readers to determine how pictures and text work to develop plot, character, setting, and mood. Findings reveal that in books for younger readers, illustrations played a major role in developing each element; yet the illustrations and text worked together in diverse ways. In books for older readers, findings indicated that illustrations played a dominant role primarily in setting, mood, and character relationships. These findings suggest that comprehension may be enhanced by instruction that focuses on the interplay between pictures and texts to develop literary elements in picturebooks. Keywords: picture/text relationships
Martínez et al. (Thu,) studied this question.