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Exploring Young Children’s Patterns of Image Use in a Picturebook KAREN M. FEATHERS Wayne State University POONAM ARYA Wayne State University Abstract Using analysis of oral reading and eye movements, this study examined how third grade children used visual information as they orally read either the original or the adapted version of a picturebook. Eye tracking was examined to identify when and why students focused on images as well as what they looked at in the images. Results document children’s deliberate use of images and point to the important role of images in text processing. The content of images, availability and placement of text and images on a page, and children’s personal strategies affected the use of images. Although many researchers have studied the process of reading, we still have much to learn. In the past research has focused on how readers process the written words, attempting to describe the cognitive processes that translate print into oral text and meaning (Adams, 1990, 1994; LaBerge Samuels, 1974; Rumelhart, 1994). More recently greater attention has been paid to how readers use a variety of information available in texts, both verbal (words) and visual (non-verbal), to construct meaning (Duckett, 2001; Macken-Horiak, 2004; Unsworth, 2004). These visual aspects of texts are highly important in electronic sources (Frey Fisher, 2008) and in the various offline paper sources read by adults (newspapers, magazines, informational texts) and children (content textbooks, graphic novels, picturebooks). Lemke (2002) refers to reading material that in