Impact of Different Types of Illustrations on Reading Comprehension in 4–6-Year-Olds: A Gender-Based Study and Pedagogical Implications

Abstract

Reading comprehension in early childhood forms the foundation of lifelong literacy and learning. Among the many factors influencing comprehension, the nature of illustrations in children’s storybooks plays a vital role in shaping attention, cognitive processing, and engagement. This study investigates the impact of different types of illustrations realistic, cartoon, and absence of visuals on the reading comprehension of children aged 4–6 years, analyzed through the lens of gender-based differences. A quantitative experimental design was conducted involving 180 children equally divided across genders and visual conditions. Comprehension was assessed through recall, inference, and sequencing tasks. Results revealed that realistic visuals enhanced comprehension accuracy, while cartoon visuals promoted engagement and motivation. Gender analysis indicated that girls demonstrated higher comprehension consistency with realistic visuals, whereas boys showed greater engagement with cartoon visuals. The study further connects these findings to teaching and learning methodologies for early literacy instruction, recommending pedagogical frameworks that integrate multimodal and gender-sensitive design strategies.