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Abstract
The influence of illustrations on children's book preferences and comprehension were studied. Seventy-one first and third graders were shown one of nine books varying in illustration style (realistic or abstract), illustration brightness (bright or somber), and content (illustrations with no text, illustrations with text, or text with no illustrations). Participants were asked 15 comprehension questions and several illustration preference questions. While third graders scored higher than first graders, both groups showed highest comprehension for the Text-plus-Illustrations book content and the lowest for the Illustrations-Only book content. Participants preferred the Bright–Realistic book stimuli significantly more than any other book stimuli.