Illusztrációval és illusztráció nélkül közvetített mese befogadásának validitásvizsgálata óvodások körében

Abstract

The research presented in this study explores whether differences in text comprehension can be
detected among preschool children when stories are presented with or without illustrations. The
theoretical foundation includes an overview of tools that support story comprehension. In the
study, children were divided into two groups: one listened to the story accompanied by illustrations,
while the other listened to the story without visual aids. Text comprehension was assessed using
the GMP 12 Listening Comprehension Test. The results indicate that children in both groups were
able to maintain their attention while listening to the story. However, a significant difference in
comprehension performance was observed between the two methods of storytelling: children
in the group exposed to illustrated storytelling outperformed those who experienced the story
delivered solely through spoken narration. Although the results, derived from a small sample
size, cannot be generalized, they align with international research highlighting the supportive role
of illustrations in enhancing text comprehension.