A Methodology for Designing the Visual Code of Primary School Textbooks Based on Semiotic and Psycholinguistic Approaches

This article explores the design of the visual code in primary school textbooks, drawing upon semiotic and psycholinguistic approaches. It analyzes how images, colors, symbols, diagrams, fonts, and page layouts within textbooks influence the processes by which students receive, comprehend, and retain information. The study argues that visual elements serve functions beyond mere decoration; they also express content, organize knowledge, and guide learning activities. Furthermore, a methodological model is proposed for the selection, development, testing, and refinement of visual codes for primary education textbooks.