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Abstract Two experiments tested how the number of illustrations in storybooks influences 3.5‐year‐old children's word learning from shared reading. In Experiment 1, children encountered stories with two regular‐sized A4 illustrations, one regular‐sized A4 illustration, or one large‐sized A3 illustration (in the control group) per spread. Children learned significantly fewer words when they had to find the referent within two illustrations presented at the same time. In Experiment 2, a gesture was added to guide children's attention to the correct page in the 2‐illustration condition. Children who saw two illustrations with a guiding gesture learned words as well as children who had seen only one illustration per spread. Results are discussed in terms of the cognitive load of word learning from storybooks. Highlights This study demonstrates that the number of illustrations in storybooks influences rate of word learning. Children who see only 1 illustration at a time learn more words from storybooks. Children who see 2 illustrations at a time do not learn words from storybooks. When a supporting gesture is added, children can learn words in the presence of 2 illustrations. Extraneous information hinders word learning from storybooks.
Flack et al. (Fri,) studied this question.