The illustration, a cognitive elaboration in reading comprehension

Abstract

Based on various recent studies, we reflect on the cognitive role of illustration in
reading comprehension. Illustration is considered to consist of three elements: it is a
hierarchical iconicity, it contains representative and referential values and finally it
allows plural readings. It is thus considered a cognitive construction helping the
learner in his of quest of meaning. It is a facilitating means for the learner to
mentally construct a model of the text, while also being, an important support to
memorization and an inferential process.