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<p>Picture books are widely used in primary education, yet their overall effectiveness has rarely been quantified. This meta-analysis synthesized evidence from 20 studies (88 effect sizes; N = 2145) to examine the impact of picture book-based interventions on literacy, language, and vocabulary outcomes, while testing study-, intervention-, learner-, and outcome-level moderators. A Three-level meta-analysis showed a moderate pooled effect (Hedges’ g = 0.71, 95% CI [0.31, 1.12], <i>p</i> = .0005) with high heterogeneity (I<sup>2</sup> ≈ 66%) and indications of Publication bias. Moderator analysis found stronger effects among fifth-grade students (g = 3.56) and for Scientific literacy outcomes (g = 3.21), though these were based on small subsamples and should be interpreted cautiously. Findings support Multimodal learning and Dual Coding Theory, and highlight picture books as a flexible, context-sensitive tool for enhancing literacy, warranting broader integration into curricula and teacher training.</p>

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Learning through picture books: a meta-analysis of their impact on literacy development

  • 期刊论文

  • 发表日期：

    2026年1月6日

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  • Hafizhah Rahmiati Auliya,
  • Octavian Muning Sayekti,
  • Setiawan Edi Wibowo,
  • Sari Rakhmawati,
  • Lilis Suryani,
  • Theresa Dwita Haliem

摘要

Picture books are widely used in primary education, yet their overall effectiveness has rarely been quantified. This meta-analysis synthesized evidence from 20 studies (88 effect sizes; N = 2145) to examine the impact of picture book-based interventions on literacy, language, and vocabulary outcomes, while testing study-, intervention-, learner-, and outcome-level moderators. A Three-level meta-analysis showed a moderate pooled effect (Hedges’ g = 0.71, 95% CI [0.31, 1.12], p = .0005) with high heterogeneity (I2 ≈ 66%) and indications of Publication bias. Moderator analysis found stronger effects among fifth-grade students (g = 3.56) and for Scientific literacy outcomes (g = 3.21), though these were based on small subsamples and should be interpreted cautiously. Findings support Multimodal learning and Dual Coding Theory, and highlight picture books as a flexible, context-sensitive tool for enhancing literacy, warranting broader integration into curricula and teacher training.