本文旨在探究不同圖畫書中不同圖文關係對台灣學童閱讀理解之影響。許多研究指出，應用視覺輔助及圖畫書於英語課堂中能幫助學童的閱讀發展及學習。然而仍有學者對於應用圖畫書中的插圖來增進學童閱讀理解抱持著不同意見。因此，圖畫書中插圖對於學童閱讀理解之影響是需要被研究的。此外，有關不同圖文關係對閱讀理解之影響的實證研究仍相當缺乏，所以本研究亦會探討圖畫書中不同圖文關係對於學童閱讀理解之影響。
研究對象為三個同質性班級，共有108位國小六年級學生。不同班級的學生閱讀同一故事的不同版本。一組閱讀純文字故事版本，一組閱讀圖文一致故事版本，另一組則閱讀圖文不一致版本。本研究工具為閱讀行為問卷、不同圖文關係的同一故事、閱讀測驗以及半結構式訪談。
本研究的主要發現如下：第一，圖畫書中的插圖對於學童的閱讀理解有幫助。第二，不同圖文關係的圖畫書對於學童閱讀理解並沒有影響。根據上述結果，本研究建議台灣的英語老師可在閱讀課堂中利用圖畫書以增進學童的閱讀理解。

The study aims to explore the effects of different illustration-text relationships in picture books on EFL children’s reading comprehension. Many studies have often suggested that applying visual aids and picture books in English classroom can improve children’s reading development and learning. However, some researchers have different views on using illustrations in picture books to facilitate children’s reading comprehension. Hence, the effects of illustrations in picture books on reading comprehension require to be investigated. In addition, the effects of different illustration-text relationships in picture books on reading comprehension also need to be further explored since little literature has been published on this issue.
The participants in this study were 108 sixth-grade elementary school students from three homogeneous classes. The participants in different classes read the same story of different versions. One class read the text-only version story, another read the parallel storytelling version story, and the other read the interdependent storytelling version story. The instruments used in the study were the picture book reading behavior questionnaire, a story with different versions, a reading comprehension test, and semi-structured interviews.
The major findings of the study were summarized as follows. First, the illustrations in picture books were beneficial in improving EFL children’s reading comprehension. Second, different illustration-text relationships in picture did not affect EFL children’s reading comprehension. Based on the findings, the study suggests that English teachers in Taiwan can exploit picture books in reading classes to enhance children’s reading comprehension.

ABSTRACT (ENGLISH)……………………………………………………………i
ABSTRACT (CHINESE)…………………………………………………………iii
ACKNOWLEDGEMENTS………………………………………………………………iv
TABLE OF CONTENTS………………………………………………………………v
LIST OF TABLES………………………………………………………………vii
LIST OF FIGURES……………………………………………………………viii
CHAPTER ONE INTRODUCTION…………………………………………………1
Background and Motivation…………………………………………………2
Purpose of the Study…………………………………………………………7
Research Questions …………………………………………………………8
Significance of the Study…………………………………………………8
Definition of Terms…………………………………………………………9
Organization of the Study………………………………………………10
CHAPTER TWO LITERATURE REVIEW…………………………………………12
Reading Comprehension………………………………………………………12
Schema Theory…………………………………………………………………13
Metacognition…………………………………………………………………15
Models of Reading Comprehension Process…………………………18
Visual Aids in Language Comprehension………………………………20
Visual aids in English Learning and Teaching……………………21
Visual Literacy………………………………………………………………24
Picture Books…………………………………………………………………26
Definition of Picture Books……………………………………………26
The Value of Picture Books………………………………………………28
Illustrations…………………………………………………………………29
Roles and Functions of Illustrations………………………………29
The Illustration-Text Relationships…………………………………33
Different Ways to Present Illustrations…………………………36
Review of Related Empirical Studies…………………………………38
Summary of Review of Related Empirical Studies………………41
Summary of CHAPTER TWO……………………………………………………42
CHAPTER THREE METHODOLOGY……….……………………………………44
Participants……………………………………………………………………44
Instruments……………………………………………………………………45
The Questionnaire on Reading Behavior………………………………46
Reading Materials……………………………………………………………47
The criteria to select the reading texts…………………………48
Story with text-only………………………………………………………49
Story with the two illustration-text relationships…………50
Reading Comprehension Test………………………………………………51
Interviews………………………………………………………………………54
Study Procedure………………………………………………………………55
Data Analysis…………………………………………………………………58
The Pilot Study………………………………………………………………59
CHAPTER FOUR RESULTS.……………………………………………………61
Results of Reading Behavior Questionnaire………………………62
Scores of the Reading Comprehension Test…………………………67
Results of Reading Comprehension Test……………………………71
Results of Questions Type 3 of the Parallel Storytelling
Group and the Interdependent Storytelling Group………………72
Results of Interviews………………………………………………………73
The Process of Answering Reading Comprehension Question 1…73
The Process of Answering Reading Comprehension Question 11…76
The Process of Answering Reading Comprehension Question 8…78
CHAPTER FIVE DISCUSSION AND CONCLUSION…………………………82
Summary of the Major Findings…………………………………………82
Discussions of the Research Findings………………………………84
Effects of Illustrations on Reading Comprehension……………84
Effects of Different Illustration-Text Relationships on
Reading Comprehension………………………………………………………86
Pedagogical Implications…………………………………………………88
Limitations of the Study…………………………………………………90
Suggestions for Future Research………………………………………91
Conclusions……………………………………………………………………92
REFERENCES……….……………………………………………………………93
APPENDIXES...…………………………………………………………………106
Appendix A……………………………………………………………………106
Appendix B……………………………………………………………………108
Appendix C……………………………………………………………………110
Appendix D……………………………………………………………………118
Appendix E……………………………………………………………………126
Appendix F……………………………………………………………………129
Appendix G……………………………………………………………………130
Appendix H……………………………………………………………………131
Appendix I……………………………………………………………………133
Table 3.1 Questions in the Reading Behavior Questionnaire…46
Table 3.2 Formats of the Story…………………………………51
Table 3.3 Reading Skills and Questions in the Reading
Comprehension Test…………53
Table 3.4 Three Types of Questions in Reading Comprehension
Test…………………………………………………54
Table 3.5 Mean, Standard Deviation, and Range of Reading
Comprehension Test……59
Table 4.1 Results of the First Item Set: How do you choose
books to read?……62
Table 4.2 Results of the Second Item Set: What is your
sequence of reading illustrations and text?…63
Table 4.3 Results of the Third Item Set: Do you skip
illustrations or text when you read?……64
Table 4.4 Results of the Fourth Item Set: How much time do
you spend on reading illustrations and text?…65
Table 4.5 Results of the Fifth Item Set: How do you find
answers to reading comprehension questions?…66
Table 4.6 Results of the Sixth Item Set: Do illustrations
help you guess vocabulary?…………66
Table 4.7 Results of the Seventh Item Set: Do illustrations
facilitate your comprehension of the story?……67
Table 4.8 Frequency Distribution of Scores on Reading
Comprehension Test by Class A…………68
Table 4.9 Mean, Standard Deviation, and Range of Reading
Comprehension Test by Class A…………69
Table 4.10 Frequency Distribution of Scores on Reading
Comprehension Test by Class B…………69
Table 4.11 Mean, Standard Deviation, and Range of Reading
Comprehension Test by Class B……………70
Table 4.12 Frequency Distribution of Scores on Reading
Comprehension Test by Class C………………70
Table 4.13 Mean, Standard Deviation, and Range of Reading
Comprehension Test by Class C…………71
Table 4.14 Results of Reading Comprehension Test……72
Table 4.15 Interdependent t-test Results of Type 3 Questions between Class B and Class C……………73
Figure 3.1 The Flow Chart of the Study Procedure…………57

Afflerbach, P. (1990a). The influence of prior knowledge and text genre on readers' prediction strategies, Journal of Reading Behavior, 22(2), 131-148.
Afflerbach, P. (1990b). The influence of prior knowledge on expert readers' main ideas construction strategies. Reading Research Quarterly, 25, 31-46.
Agosto, D. E. (1999). One and inseparable: Interdependent storytelling in picture storybooks. Children's Literature in Education, 30(4), 267-280.
Allen, K. D., & Hancock, T. E. (2008). Reading comprehension improvement with individualized cognitive profiles and metacognition. Literacy Research and Instruction, 47, 124-139.
Anderson, N. A. (2006). Elementary children’s literature: the basics for teachers and parents. Boston: Pearson.
Arizpe, E., & Styles, M. (2003). Children reading pictures: Interpreting visual texts.
Arnheim, R. (1993). Learning by looking and thinking. Educational Horizons, 71 (2), 94-98.
Arnold, D. H., Lonigan, C.J., Whitehurst, G.J., & Epstein, J.N. (1994). Accelerating language development through picture-book reading: Replication and extension to a videotape training format. Journal of Educational Psychology, 86, 235-243.
Avgerinou, M., & Ericson, J. (1997). A review of the concept of visual literacy, British Journal of Educational Technology, 28(4), 280-291.
Baca, J.C. (1990). Identification by concensus of the critical constructs of visual literacy: a delphi study. Unpublished doctoral dissertation, East Texas State University.
Baca, J.C., Beauchamp, D.W., & Braden, R.A., eds. (1992). Visual communication: bridging across cultures. Blacksburg, VA: International Visual Literacy Association. (ERIC Document Reproduction Service No. ED 352 932.)
Bader, B. (1976). American picture books: From Noah’s Art to the Beast Within. New York: Macmillan.
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P.D. Pearson, M. Kamil, R. Barr, & P. Mosenthal, (Eds.), Handbook of reading research. New York: Longman.
Barnett, M. A. (1989). More than meets the eyes: Foreign language reading. Englewood Cliffs, NJ: Prentice Hall, Inc.
Bartlett, F.C. (1932). Remembering: An experimental and social study. Cambridge: Cambridge University Press.
Bas, G. (2008). Integrating multiple intelligences in ESL/EFL classrooms. The Internet TESL Journal, 14(5).
Begoray, D. (2001). Through a class darkly: Visual literacy in English language arts classrooms. Canadian Journal of Teacher Education, 26(2), 201-217.
Benson, C. (1986). Art and language in middle childhood: a question of translation. Word and Image, 2, 123-140.
Bensoussan, M. (1998). Schema effects in EFL reading comprehension. Journal of Research in Reading, 21(3), 213-227.
Bensoussan, M., & Ramraz, R. (1984). Testing EFL reading comprehension using a multiple-choice rational cloze. Modern Language Journal, 68(3), 230-239.
Berman, M. (1998). A multiple intelligences road to an ELT classroom. Bencyfelin: Crown House.
Breitkreuz, H. (1972). Picture stories in English language teaching. ELT Journal, 26, 145 - 149.
Brill, J., Kim, D., & Branch, R. (2007). Visual literacy defined - the results of a Delphi Study: Can IVLA (operationally) define visual literacy? Journal of Visual Literacy, 27(1), 47-60.
Brookshire, J., Scharff, L. F. V., & Moses, L. E. (2002). The influence of illustrations on children’s book preference and comprehension. Reading Psychology, 23(4), 323-339.
Carney, R. N., & Levin, J. R. (2002). Pictorial illustrations still improve students' learning from text. Educational Psychology Review, 14, 5-26.
Carrell, P. (1987) Content and formal schemata in ESL reading. TESOL Quarterly, 21(3), 461-481.
Carrell, P. L. (1989). Metacognitive awareness and second language reading. The Modern Language Journal, 73(2), 121-134.
Carrell, P. L., & Eisterhold, J.C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17(4), 553-573.
Chastain, K. (1988). Developing second-language skills theory and practice (3rd ed.) Florida: Harcourt Brace Jovanovich, Inc. communication skills. New York: Academic Press.
Chou, H. M. (2005). The effects of visual aids on elementary school 5th graders’ English reading comprehension. Unpublished master thesis, National Taipei University of Education, Taiwan.
Corder, S. P. (1963). A theory of visual aids in language teaching. ELT Journal, 17, 82 - 87.
Crain-Thoreson, C., & Dale, P. S. (1992). Do early talkers become early readers? Linguistic precocity, preschool language and emergent literacy. Developmental Psychology, 28(3), 421-429.
Day, K. S. (1996). The challenge of style in reading picture books. Children's Literature in Education, 27(3), 153-166.
Debes, J.L. (1968). Some foundations for visual literacy. Audiovisual Instruction 13, 961-64.
Debes, J.L. (1969). The loom of visual literacy. Audiovisual Instruction 14(8), 25-27.
Dechant, E. (1993). Whole-language reading: A comprehensive teaching guide. Lancaster: Technomic Publishing Cooperation.
Doonan, J. (1993). Looking at pictures in picture books. UK: Thimble Press.
Early, M. (1991). Using wordless picture books to promote second language learning. ELT Journal, 45(3), 245-251.
Eisner, E.W. (1993). The education of vision. Educational Horizons, 7 (2), 80-85.
Elster, C. A., & Simons, H. D. (1985). How important are illustrations in children’s readers? The Reading Teacher, 39 (3), 148-152.
Eskey, D. E. (2002). Reading and the teaching of L2 reading. TESOL Journal 11(1), 5-9.
Evans, J. (1998). Responding to illustrations in picture story books. Reading, 32(2), 27-31.
Fang, Z. (1996). Illustrations, text, and the child reader: What are pictures in children’s storybooks for? Reading Horizons, 37, 130-142.
Fincher-Kiefer, R. (1992). The role of prior knowledge in inferential processing. Journal of Research in Reading, 15(1), 12-27.
Fincher-Kiefer, R., Post, T.A., Greene, T.R., & Voss, J.F. (1988) On the role of prior knowledge and task demands in the processing of text. Journal of Memory and Language, 27, 416-428.
Flavell, J. H. (1976) Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-236). Hillsdale, NJ: Erlbaum
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (ED.), Children’s oral communication skills (pp. 35-60). New York: Academic Press.
Flood, J., Heath, S. B., & Lapp, D. (1997). (Eds.), Handbook of research on teaching literacy through the communicative and visual arts. New YorK: Macmillan.
Forest, D. L., & Waller, T.G. (1979). Cognitive and metacognitive aspects of reading. Paper presented at the meeting of the Society for Research in Child Development, San Francisco, CA.
Gardner, H. (1991). The unschooled mind. How children think and how schools should teach. New York: Basic Books.
Gardner, H. (1993). Frames of mind: The Theory of Multiple Intelligences. (2nd Ed.). London: Falmer Press.
Gardner, H. (1995). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, 77(3), 200-209.
Gardner, H. (2000). Multiple intelligences: The theory in practice. (2nd Ed.). Alexandria, VA: ASCD.
Giorgis, C., Johnson, N. J., Bonomo A., Colbert, C., Conner, A., Kauffman, G., & Kulesza. D. (1999). Visual literacy. Reading Teacher, 53(2), 146-153.
Glenberg, A. M., & Langston, W. E. (1992). Comprehension of illustrated text: Pictures help to build mental models. Journal of Memory and Language, 31, 129-151.
Golden, J. M. (1990). The narrative symbol in childhood literature: Explorations in the construction of text. Berlin: Mouton de Gruyter.
Grabe, W. (1991) Current developments in second language reading research. TESOL Quarterly, 25, 375-406.
Haley, M. H. (2004). Learner-centered instruction and the theory of multiple intelligences with second language learners. Teachers College Record, 106(1), 163-180.
Harris, A. J., & Sipay, E. R. (1990). How to increase reading ability. New York: Longman.
Harris, T. L., & Hodges, P. E. (1995). The literacy dictionary: The vocabulary of reading and writing. DE: International Reading Association.
Hibbing, A. N., & Rankin-Erickson, J. L. (2003). A picture is worth a thousand words: Using visual images to improve comprehension for middle school struggling readers. Reading Teacher, 56(8), 758-770.
Hu, R., & Commeyras, M. (2008). A case study: Emergent biliteracy in English and Chinese of a 5-Year-old Chinese child with wordless picture books. Reading Psychology, 29(1), 1-30.
Huang, Y. L. (2005). The effects of pictures on reading comprehension of third-year junior high school students in reading selections of American festivals. Unpublished master thesis, National Kaohsiung Normal University, Taiwan.
Huck, C. S. (1979). Children’s literature in the elementary school. (3rd ed.). New York: Holt, Rinehart and Winston.
Huck, C.S., Hepler, S., Hickman, J., & Kiefer, B.Z. (1997). Children's literature in the elementary school (6th ed.). Boston, MA: McGraw-Hill.
Jacobs, J. E., & Paris, S. G. (1987). Children's metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22(3), 255-278.
Kerr, J. Y. K. (1970). Making wall pictures from cut-outs: a simple visual aid for English in primary schools. ELT Journal, 25, 11 - 14.
Krashen, S. (1983). Second language acquisition and second language learning. Oxford: Pergamon.
Laverpool, A. (2008). The efficacy of rereading as a metacognitive tool for reading comprehension monitoring. Journal of College Reading & Learning, 38(2), 31-48.
Levie, W. H., & Lentz, R. (1982). Effects of text illustrations: a review of research. Educational Communication and Technology Journal, 30, 195-232.
Levin, J. R. (1981). On functions of pictures in prose. In F.J. Pirozzolo & M.C. Whittrock, eds. Neuropsychological and cognitive processes in reading. New York: Academic.
Levin, J. R., & Lesgold, A. M. (1978). On pictures in prose. Educational Communication and Technology Journal 26(3), 233-43.
Liang, G. P. (2003). The effects of visual aids on junior high EFL students’ English reading performance. Unpublished master thesis, National Kaohsiung Normal University, Taiwan.
Mathis, J. B. (2002). Picture book text sets: A novel approach to understanding theme. Clearing House, 75(3), 127-31.
Mayer, R. E., & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82(4), 715-726.
McCormick, C. E., & Mason, J. M. (1994). Extratextual interaction procedures for increasing preschool children’s interest in and knowledge about reading. In William H. Teale & Elizabeth Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 116-138). Norwood, NJ: Ablex.
Mitchell, W. J. T. (1994). Picture theory. Essays on verbal and visual representation. Chicago: University of Chicago Press.
Moore, P. J., & Scevak, J. J. (1997). Learning from texts and visual aids: a developmental perspective. Journal of Research in Reading, 20(3), 205-223.
Nassaji, H. (2007). Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives. Language Learning, 57, 79-113.
Nikolajeva, M., & Scott, C. (2000). The dynamics of picturebook communication. Children’s Literature in Education, 31, 225-239.
Nikolajeva, M., & Scott, C. (2001). How picturebooks work. New York: Garland.
Nodelman, P., & Reimer, M. (2003). The pleasures of children’s literature. Boston: Allyn and Baco.
Norton, D. (1999). Through the eyes of a child. (5th ed.). Englewood Cliffs, NJ: Merrill.
Nuttall, C. (1996). Teaching reading skills in a foreign language (New ed.). London: Heinemann.
Omaggio, A. C. (2000).Teaching language in context. Boston, MA: Heinle & Heinle Publishers.
Piazza, C.L. (1999). Multiple forms of literacy: Teaching literacy and the arts. Upper Saddle River, NJ: Merrill/Prentice Hall.
Pressley, M. (2000). What should comprehension instruction be the instruction of? In M. L. Kamil, P. B. Mosenthal, P.D.Pearson, & R. Barr (Eds.), Handbook of reading research (pp. 545-563). NJ: Lawrence Erlbaum Associates.
Raney, K. (1998). A matter of survival. On being visually literate. The English and Media Magazine, 39, 37-42.
Rumelhart, D. (1980). Theoretical issues in reading comprehension. NJ: Lawrence Erlbaum Associates.
Santrock, J. W. (2008). Information Processing. A Topical Approach to Life-Span Development. New York, NY: The McGraw-Hill Companies.
Sarkar, S. (1978). The use of pictures in teaching English as a second language. ELT Journal, 32, 175 - 180.
Schallert, D. L. (1980). The role of illustrations in reading comprehension. In Comprehension: Perspectives from cognitive psychology, linguistics, artificial intelligence, and education. Hillsdale, NJ: Lawrence Erlbaum.
Schwarcz, J. H. (1982). Ways of the illustrator: Visual communication in children’s literature. Chicago: American Library Association.
Sheu, H. C. (2008). The value of English picture books. ELT Journal, 62(1), 47-55.
Simons, H. D., & Elster, C. A (1990). Picture dependence in first-grade basal texts. The Reading Teacher, 84(2), 86-92.
Sinatra, R. (1986). Visual literacy connections to thinking, reading, and writing. Springfield, IL: Thomas.
Sipe, L. R. (1998). “How picture books work: A semiotically framed theory of text-picture relationships.” Children’s Literature in Education, 29(2), 97–108.
Stevenson, J., & Fredman, G. (1990). The social environmental correlates of reading-ability. Journal of Child Psychology and Psychiatry, 31, 681–698.
Swaffar, J. (1988). Readers, texts, and second languages: The interactive process. The Modern Language Journal, 72(2), 123-149.
Walsh, M. (2003). ‘Reading’ pictures: what do they reveal? Young children's reading of visual texts. Reading, 37(3), 123-130.
Wells, G. (1985) Language development in the pre-school years. Cambridge: Cambridge University Press.
Wu, S. Y. (2008). Teaching the three little pigs to EFL young learners in Taiwan. The Internet TESL Journal, 14(1).
林敏宜 (Lin, M. Y.) (2000)。圖畫書的欣賞與應用。臺北市:心理。
柯靜儀 (Ko, C. Y.) (2009).《今天運氣怎麼這麼好》：文圖流動間引發的趣味。美育，169，74-80。
徐素霞 (Hsu, S. H.) (1996)。插畫：獨立而完整的藝術－兼談插畫在兒童圖畫書中的角色與創作。雄獅美術，302，11-17。
張湘君 (Chang, S. C.) (2000)。多元智慧理論與英語教學法的探究。國民教育刊，40(6)，48-54。
許月貴 (Hsu, Y. K.)（2002）。兒童文學之評鑑選擇與教學探究-以圖畫故事書閱讀教學為例。載於第六屆兒童文學與兒童語言學術研討會論文集（頁114-137）。台北縣：富春。
郭麗玲 (Kuo, L. L.) (1991)。在畫中說故事的「圖畫書」。社教雙月刊，46，20-33。
陳淳麗 (Chen, C. L.) (1999)。國小英語師資訓練手冊。台北市：師德企業管理顧問股份有限公司。
陳須姬 (Chen, H. C.) (1995)。英語教學法的沿革。敦煌英語教學雜誌，4，8-11。
陳意爭 (Chen, Y. J.) (2008)。圖畫與文字的邂逅-圖畫書中的圖文關係探索。台北：秀威。