If you’ve ever hesitated to use pictures while teaching children to read, you’re not alone. Many educators—especially those grounded in structured literacy and the science of reading—worry that pictures might actually get in the way. The concern is real: children may look at a picture and guess the word instead of decoding it. And indeed, some instructional methods in the past even encouraged this kind of guessing behavior, suggesting that context clues—like pictures—should help children “figure out” words they couldn’t decode.
But we know better now.
We want children to develop strong decoding skills and a robust bank of sight words—not from memorization, but through orthographic mapping, the mental process that connects sounds (phonemes) to letters (graphemes) and permanently stores words in memory (Ehri, 2005). We want children to read through the word, not around it.
So it’s understandable that some educators are wary of pictures. And yes, we should be careful.
But being careful doesn’t mean we should avoid picture support altogether. Used strategically, pictures are not a crutch—they’re a scaffold. And for second language learners, they can be a lifeline.
Why Visual Support Still Belongs in the Literacy Toolbox
1. Picture support builds vocabulary—essential for fluent reading and comprehension.
Vocabulary is one of the most critical predictors of reading comprehension (Beck, McKeown, & Kucan, 2002). Without a mental dictionary of words and their meanings, children struggle not only to understand what they decode, but to even recognize some words in the first place. This is especially true for second language learners, who are often still acquiring the oral language base that native speakers take for granted.
Pictures provide semantic context that supports vocabulary development in meaningful, memorable ways. When children see an image and hear or read the associated word, they’re more likely to understand and retain it—a principle backed by Dual Coding Theory (Paivio, 1990), which explains how combining verbal and visual information strengthens learning.
“Vocabulary knowledge is strongly related to reading proficiency… and visual cues are especially important for second language learners during early stages of acquisition.”
— August & Shanahan, Developing Literacy in Second-Language Learners (2006)
2. Picture support strengthens comprehension while language is still developing.
For emergent bilinguals and young readers, visual information supports comprehension—another vital strand of the reading rope (Scarborough, 2001). When students can connect what they’re reading to what they see, they’re more likely to grasp the message, build schema, and feel successful. This is especially helpful in early stages, where language development lags behind decoding skills.
3. Picture-supported vocabulary paves the way for orthographic mapping and sight word development.
Children can’t orthographically map a word if they don’t understand it. Pictures help anchor meaning, which in turn makes it possible for new words to be stored efficiently in long-term memory (Ehri, 2005). This is a key step on the path to automatic word recognition and fluent reading.
How to Use Picture Support Effectively (Without Undermining Decoding)
Include reading opportunities both with and without pictures.
Plan a mix of reading materials: some that integrate pictures to build vocabulary and comprehension, and others that are text-only to strengthen decoding. This balance ensures children develop decoding skills, and understanding, and encourages flexible, fluent reading that integrates both strands.
Use picture-free decoding exercises to confirm skill growth.
When pictures are removed, educators can observe whether a child is truly decoding or relying on visual cues. These targeted exercises help ensure students are reading through the word and developing accurate orthographic mapping—not guessing.
Fade picture support gradually—not abruptly.
As students’ decoding and vocabulary skills improve, reduce the amount of visual support. Rather than removing pictures entirely, shift to “more words per picture,” or place visuals farther from the text. This gradual release—known as scaffolded fading (Clark & Mayer, 2011)—builds independence while still supporting comprehension and retention.
Keep picture use aligned to your instructional goal.
Use visuals purposefully: include them when introducing new vocabulary, supporting comprehension, or sparking engagement. Remove them when targeting decoding accuracy, fluency, or word recognition. Matching picture use to your objective ensures that each skill is strengthened intentionally and appropriately.
Position visuals strategically to reduce guessing.
Once vocabulary is more familiar to the students, avoid placing pictures directly above or beside the target words. Instead, place them after the sentence, on a separate page, or use them in matching or comprehension tasks. This encourages students to read through the words first and use visuals as reinforcement—not as shortcuts.
Gallery of reading tasks with and without picture support:
In Summary: Pictures, When Used Well, Are Powerful
We must be thoughtful about how and when we use images. We must train children not to guess, but to decode. But let’s not fear one of the most powerful tools we have—especially for children learning a new language.
Pictures, when used with purpose and progression, can boost vocabulary, comprehension, motivation, and long-term word learning.
Let’s trust our students to do both: to see and to read.
Research Sources Cited
- August, D., & Shanahan, T. (Eds.). (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates.
– Comprehensive review of research on literacy development in second-language learners, including the role of visuals in vocabulary and comprehension. - Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York, NY: Guilford Press.
– Emphasizes the importance of explicit, rich vocabulary instruction in supporting reading comprehension. - Clark, R. C., & Mayer, R. E. (2011). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (3rd ed.). San Francisco, CA: Pfeiffer.
– Discusses scaffolded instruction and the importance of gradually reducing supports as learners gain proficiency. - Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser (pp. 453–494). Hillsdale, NJ: Lawrence Erlbaum Associates.
– Introduces the concept of scaffolded learning and gradual release of responsibility in instruction. - Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188.
– Core research on orthographic mapping and how children move from decoding to fluent, automatic word recognition. - Mayer, R. E. (2009). Multimedia Learning (2nd ed.). New York, NY: Cambridge University Press.
– Expands on dual coding theory and explains how pairing verbal and visual information improves retention and comprehension. - Paivio, A. (1990). Mental Representations: A Dual Coding Approach. New York, NY: Oxford University Press.
– Foundational text explaining dual coding theory: the combination of verbal and visual input strengthens memory and learning. - Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of Early Literacy Research (Vol. 1, pp. 97–110). New York, NY: Guilford Press.
– Introduces the Reading Rope framework, emphasizing the integration of word recognition and language comprehension.
