Výskum recepcie a porozumenia obrazových kníh u žiakov s odlišnou úrovňou čitateľskej predstavivosti a čitateľských zručností
Research on the reception and comprehension of picturebooks among students with different levels of visual imagery and reading skills

Summary/Abstract: Text-pictorial narrative is an artistic artefact that combines visual and verbal art. Its specific arrangement requires a more complex perception and reception. In this context, the role of visual literacy is notable, as it involves the ability to read and interpret images. According to the theory of dual coding, the verbal-visual foundation of a picture book enhances the formation of mental representations, imagination, and creativity. It supports the use of higher cognitive processes and enables the reconstruction of acquired knowledge, thinking, and feelings into the recipient’s cognitive structures and processes. The paper draws from the insights of reader’s response theory, cognitive and developmental psychology, and educational theory. The research strives to elucidate the role of picture books in shaping readers’ perceptions and influencing comprehension processes in children with diverse reading skills. Working with picture books allowed students with lower levels of reading competence and visual imagery to understand the narrative text better. In students with higher levels of visual imagery and better reading skills, it enabled the construction of an integrated meaning from two semiotic systems into a single mental model.

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