The chapter "Effects of Text Illustrations: A Review of Research" by W. Howard Levie and Richard Lentz examines the impact of illustrations on learning from text. The authors review 55 experiments comparing learning from illustrated text with learning from text alone, focusing on the effects of normal representational pictures. They also explore related research involving nonrepresentational pictures, graphic organizers, and learner-produced drawings. The review is divided into three main sections: the effects of illustrated text on learning, broader contexts of imaginal aids, and a functional approach to the effects of text illustrations. The authors aim to provide generalizations relevant to practice and further research, emphasizing the importance of understanding the information overlap between text and illustrations. They illustrate this with an example from Willows (1979), where children's reading comprehension of stories with and without pictures was tested using multiple-choice questions designed to measure the learning of both illustrated and nonillustrated text information.The chapter "Effects of Text Illustrations: A Review of Research" by W. Howard Levie and Richard Lentz examines the impact of illustrations on learning from text. The authors review 55 experiments comparing learning from illustrated text with learning from text alone, focusing on the effects of normal representational pictures. They also explore related research involving nonrepresentational pictures, graphic organizers, and learner-produced drawings. The review is divided into three main sections: the effects of illustrated text on learning, broader contexts of imaginal aids, and a functional approach to the effects of text illustrations. The authors aim to provide generalizations relevant to practice and further research, emphasizing the importance of understanding the information overlap between text and illustrations. They illustrate this with an example from Willows (1979), where children's reading comprehension of stories with and without pictures was tested using multiple-choice questions designed to measure the learning of both illustrated and nonillustrated text information.