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Use of pictograms in the development of
comprehension reading in elementary
school students: A systematic review
Uso de pictogramas en el desarrollo de lectura
comprensiva en estudiantes, de educación primaria:
Una revisión sistemática
Jacinta María Alcívar Zambrano
*
Abstract
The present article consists of a systematic review, which aims to:
analyze how the use of pictograms affects the development of
comprehensive reading of students in primary education, answering
the following questions: How pictogram didactic strategies can
improve reading and writing in primary education? How does the
pictogram influence language comprehension in primary education
students? The influence of the pictogram in the syntactic
development of language? Scientific productions from SCOPUS,
Web of Science, Google academic databases, publications made
from 2018 to 2023 were analyzed. The study is based on the
PRISMA methodology (Preferred Reporting Items for Systematic
reviews and Meta-Anayses), which consists of a flow chart that
allows the selection of studies for their construction (Higgins and
Green, 2011), which have allowed the systematic coordination of the
methods and techniques of studies most related to the research
variables.
D., Universidad César Vallejo , p7001252265@ucvvirtual.edu.pe,
https:// orcid.org/0000-0002-6284-2815
Article
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Keywords: pictograms, comprehension reading, elementary
education, students
Resumen
El presente artículo consiste en una revisión sistemática, que tiene
como objetivo: analizar como el uso de pictogramas incide en el
desarrollo de lectura comprensiva de los estudiantes en la educación
primaria, dando respuesta a las siguientes interrogantes: ¿Cómo las
estrategias didácticas de pictogramas pueden mejorar la
lectoescritura en educación primaria? ¿Cómo influye el pictograma
en la comprensión del lenguaje en estudiantes de educación básica
primaria? ¿La influencia del pictograma en el desarrollo sintáctico
del lenguaje? Se analizaron producciones científicas de las bases de
datos SCOPUS, Web of Science, Google académico, publicaciones
realizadas desde el año 2018 al 2023. El estudio, se apoya en la
metodología PRISMA (Preferred Reporting Items for Systematic
reviews and Meta-Anayses) que consiste en un diagrama de flujo que
permite seleccionar los estudios para su construcción (Higgins y
Green, 2011), las mismas que, han permitido coordinar de forma
sistemática los métodos y técnicas de estudios más relacionados a
las variables de investigación.
Palabras clave: pictogramas, lectura comprensiva, educación
primaria, estudiantes
Introduction
In the school model of literacy development, all the actors of the
educational system are involved, and it is known that, although they
are independent competencies, they are closely related to each other,
due to their impact on the social reality of people, it is indisputable
that writing is a skill that few develop quickly, due to factors directly
related to the way of learning.
Batanero (2018) points out that, when the teacher applied the use of
pictograms in the classroom, 67 % of the students improved their
response capacity in different activities related to the reading level.
Esquivel (2022) reveals that 53.8% of the students evaluated do not
obtain the ideal level in reading comprehension performance.
Jiménez (2022) explains that at the end of 2020, only 42% of
children in Latin America were able to read without difficulties, in
addition, a high percentage of readers prefer images and texts, while
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student readers prefer video and audio, essential at the moment of
whether or not to continue reading.
It is undeniable that in various educational institutions, difficulties
were detected in the reading comprehension of school-age children,
being reading comprehension a skill that teachers have sought to
develop in the classroom, but when evaluating the progress of the
student, they found low rates, diagnostic tests, give different levels
of understanding, having as one of the causes of the problem, the
limited use of images, graphics or playful representations that speed
up the cognitive processes.
Manjarres (2021) raises a series of factors that accompany this low
level of comprehensive reading, such as: the complexity of the texts,
resources that are not adequate to the needs of the students, lack of
organization, educational practices without self-regulation, among
others.
Another cause of the problem is the complexity with which the
language and literature teacher uses textual resources when
explaining the different curricular contents to his students, in which
the students must develop different types of readings, being the
comprehensive reading a demotivating and overwhelming process
for the students who do not reach the established learning
minimums.
The use of images can promote the development of reading, as long
as it is validated by expert teachers, both in the area and in the
management of didactic and ludic resources, to be used properly,
among these resources are: roulette, the reading snake, messy story,
among others, which are necessary to solve the problem of the deficit
in the comprehensive reading level.
Pineda (2019) points out that teachers cannot make the learning tools
effective, despite the organization of the contents, since the student
only relates the reading to what he/she uses the most in his/her
immediate environment, which distances the student from a
logographic reading process; on the other hand, the author also
explains that students critically interrelate the reading, due to lack of
feedback, which is necessary to activate certain previous knowledge
and stimulate the different skills inherent to reading comprehension.
Guerrero (2022) explains the need of students to generate
knowledge, which often falls into the obsolescence of the so-called
reading strategies implemented in the learning process, in the current
study, it is evident the impact of the creation of non-traditional
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spaces in favor of reading comprehension, therefore, the teacher
needs to make use not only of strategies, but the optimal use of
concrete materials that allow exposing, interacting and evaluating in
a different way, the way in which the student assumes his role of
learning in the area of language and literature. Through the
information obtained in Scielo, Scopus and Dialnet databases, it was
possible to determine that one of the methodological strategies in
favor of the development of reading comprehension is the
participation activities in which students can give their different
points of view and thus, exchange information through dialogue.
This scientific article is a systematic review study, defined as a well-
structured and clear summary of information that responds to the
research questions, consisting of multiple primary sources that
represent the highest hierarchical level of evidence (Moreno et al.,
2018). The study aims to analyze how the use of pictograms affects
the development of comprehensive reading of students in primary
education, for which, a search of various databases has been made,
and 22 original researches have been selected to respond to the
research questions: How pictogram didactic strategies can improve
literacy in primary education? How does the pictogram influence
language comprehension in elementary school students? The
influence of the pictogram in the syntactic development of language?
Materials and methods
To carry out the study, the PRYSMA methodology was used, which
is represented by a flow chart of the studies found; it begins by
describing the number of records retrieved, starting from the
bibliographic databases, eliminating duplicate documents and
subsequently, the records are related to other studies. The flow chart
should present the following: a) number of records that have been
identified as a result of the searches; b) number of records excluded
after preliminary evaluation in the review of titles and abstracts; c)
number of records that have been retrieved in full text; d) number of
records that have been excluded after evaluation of the full text; e)
number of records that have met the eligibility criteria for review and
f) number of studies that have contributed to their main result
(Higgins and Green, 2011).
To obtain the results of the systematic review, the following research
questions were established:
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How can pictogram teaching strategies improve literacy in primary
education?
How does the pictogram influence language comprehension in
elementary school students?
The influence of the pictogram on syntactic language development?
To compile the information, primary sources related to the topic
were located from July 10, 2018 to July 27, 2023. The search period,
was proposed for studies published from January 2018 to January
2023. As a search strategy we followed the descriptors: TITLEABS-
KEY ("comprehensive reading") OR TITLE-ABS-KEY
("pictograms") AND TITLE-ABS-KEY ("lecto-escritura"), in
Spanish language and (TITLE-ABS-KEY ("comprehensive
reading") OR TITLE-ABS-KEY ("pictograms") AND TITLE-
ABSKEY ("reading-writing") in English language using Boolean
operators and and or in the databases: SCOPUS, Web of Science and
Google academic (see Table 1).
Inclusion criteria were considered:
- Primary education in English and Spanish
- Studies published between 2018 and 2023
- Full-text open access articles
- Peer-reviewed scientific articles
- Studies that have in their methodology and results the topic of
interest on comprehension reading and pictograms in the
educational field.
Exclusion criteria were applied:
- Studies with a language other than English or Spanish
- Studies that do not contain discussion
- Studies with a low level of scientific quality
- Studies that do not maintain a relationship with the objective of
the systematic review.
Table 1. Search strategy used according to the database
Database Search strategy
Date of
search
Selected Results
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SCOPUS
(TITLE-ABS-
KEY
("comprehensive
Reading") OR
TITLE-ABS-KEY
("pictograms")
AND TITLE-ABS-
KEY ("reading-
writing")
10/07/2023
27/07/2023
21
4
Web Of
Science
(TITLE-ABS-
KEY
("comprehensive
Reading") OR
TITLE-ABS-KEY
("pictograms")
AND TITLE-ABS-
KEY ("reading-
writing")
10/07/2023
27/07/2023
17
4
Google
Academic
TITLE-ABS-KEY
("reading
comprehension")
OR TITLE-ABS-
KEY
("pictograms")
AND TITLE-ABS-
KEY ("reading-
writing"),
10/07/2023
27/07/2023
52
14
TOTAL
90
22
Source: own elaboration
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Figure 1. PRISMA flow diagram.
The preliminary sample, prior to the definitive sample, consisted of
90 articles, of which only 22 met the criteria for selection. The
studies that were excluded, although they are framed in the use of
pictograms in the development of comprehension reading in
students, do not focus on basic general education ages (articles for
university population and older adults were discarded, as well as
non-empirical research). Figure 1 shows the flow chart of the
bibliographic search and selection process, following the steps of the
PRYSMA method.
Results
The general data of the first results of the bibliographic search of the
ESCOPUS database will be presented below, which will allow us to
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analyze the trend of the evolution of publications, the number of
authors who have published, the main affiliations and the thematic
areas in relation to the topic of the study "use of pictograms affects
the development of comprehensive reading in students".
Figure 2: Evolution of publications
Source: own elaboration
Taking the SCOPUS database as a reference, it can be evidenced that
from the year 2018 to the year 2023, there has been little importance
on the topic of study "use of pictograms affects the development of
comprehensive reading of students, but, from the year 2021, the
studies have had a growth of interest in publications, until today.
Figure 3. Authors who have published
Source: own elaboration
The main authors are Batanero C., who has the largest number of
publications, followed by Esquivel G., Jiménez D., Melisa M.,
Danielle.
2018
2022
20232023 2023
2018
2020
20222022
20212021
2019
20212021
2019
2020
2019
2021
2020
2021
2023
2017
2018
2019
2020
2021
2022
2023
2024
0 5 10 15 20 25
155
15
15
30
20
0 50 100 150 200
Batanero
Esquivel Gámez
Jiménez-Díaz
Melisa Maina
Danielle Gilbert
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Figure 4. Main affiliations
Source: own elaboration
The universities, which stand out as interested in the subject are:
University of Granada-Spain, University of Medellin-Colombia,
Universidad Nacional Mayor de San Marcos, Lima, Peru, University
of São Paulo-Brazil, University of Valencia-Spain, Dartmouth
College, USA, Ministry of Education of Ecuador, Universidad
Autonoma de Queretaro-Mexico, Universidad Cesar Vallejo-Peru.
Figure 5. Thematic area of research presented
0 0,5 1 1,5 2 2,5 3 3,5
ALSIE Consultores Pedagógicos…
Centro de Investigaciones y…
Dartmouth College, USA
Ministerio de Educación de…
Universidad Autónoma de…
Universidad César Vallejo, Perú
Universidad de Cartagena,…
Universidad de Concepción, Chile
Universidad de Granada, España
Universidad de Medellín,…
Universidad Nacional Mayor de…
Universidade de São Paulo
University of Valencia, España
Neuroscience
Social Sciences
Psychology
Medicine
Neuroscience
Social Sciences
Psychology
Medicine
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The theme, on the use of pictograms, has an impact on the
development of comprehensive reading comprehension of students
in primary education, reflecting with greater importance in the areas
of neuroscience, social sciences, psychology and medicine.
Figure 6. Most used keywords
Source: own elaboration
https://www.youtube.com/watch?v=Sgoh1lKRfuI
The thematic content was analyzed by means of keywords, the most
used and related to each other are: reading, literature, language,
children, reading comprehension, skills, students, comprehension,
dyslexia, memory, intervention, dyslexia.
Figure 6. Countries where it has been published
It is evident that the countries where research related to this topic has
been published are concentrated in Spain, Peru, Mexico and
Colombia, with a publication trend for the year 2022.
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The following are the results of the information extracted from the
scientific articles, which have been selected through an exhaustive
analysis. The information had a codification process of qualitative
data described in the following questions:
How can pictogram teaching strategies improve literacy in primary
education?
Viramontes (2019) points out that when the teacher applied the use
of pictograms in the classroom, 67% of the students improved their
response capacity, in different activities related to the reading level,
the simplicity of applying the reading of a graph, requires the
interpretation of each of its elements such as the title, scales, labels,
or geometric elements, as well as, of the graph as a whole.
To improve the learning processes inherent to writing and reading,
strategies must be used to decode the text, capture its literal meaning,
and establish coherent connections between the reader's knowledge
and the new information provided by the text; it is possible to
determine that reading comprehension is an associative process
between the reader and the text, which allows a space for
understanding through the decoding of symbols (use of pictograms
according to the school age), resulting in the appropriation of
meaning.
Castrillón (2020) observed that, in cases in which reading had to be
adjusted to a limited time, or when the texts were of an informative
nature, reading in tangible material yielded better results in
comprehension than reading in electronic format. It was concluded
that younger people are more accustomed to using technological
tools, especially for social relations and leisure, a habit that did not
contribute to the development of reading comprehension of
electronic texts. It was also possible to associate that, technological
devices in the learning process, are not used to focus the reading
process from concentration and learning, but rather, for leisure. The
different types of reading, in technological tools, is less efficient than
reading tangible material, at a time when the use of digital reading
and its application in primary education is increasing.
Author Avendaño (2020) agrees on the possibility that students face
digital reading with an excess of confidence and distraction, as if a
greater concentration were not necessary when going from a playful
reading to a comprehensive one. It can be affirmed that students
directly relate digital technology (images, videos) with leisure or
interaction with social relations, being pictograms an alternative to
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attract attention and open spaces of concentration in reading, at this
point, the guidance and direction by the teacher is necessary to
monitor the student's progress.
Maina (2023) explains that didactic intervention in school-age
students can develop and stimulate the reading and writing
processes, as well as develop their potential, as long as they are
offered better conditions to do so, as was done through the ludic-
literary activities. The use of didactic strategies in reading practice
is not limited to schools or determined by family conditions, but is
much more flexible and easily adjusted to other needs of the student
population. There are antecedents that show that students' motivation
for reading is a constant search, beyond the context of the family
environment.
Teachers can apply didactic strategies to improve literacy in primary
education, through the tasks proposed in the teaching and evaluation
processes. It is confirmed that 100% of the students can successfully
address school activities related to pictograms, based on the
curricular guidelines and textbooks for primary education.
How does the pictogram influence language comprehension in
elementary school students?
Puetate (2023) explains that, given the ease with which pictograms,
being simple drawings or images, can be applied without the need to
be accompanied by words or texts, they are capable of conveying a
message. In this context, they are specified for being ecumenical;
that is, they can be understood by most students, regardless of the
difficulty of written or oral language, so it is determined that they are
of immediate applicability, because it is only necessary to make eye
contact to cognitively process and relate the pictogram with the
message or text.
Pictograms have a direct influence on language comprehension as
they are graphic compositions, used in different phases of writing,
where cognitive assimilation is represented by images, characters,
iconic symbols, figures or strokes, which are used in order to transfer
to the student reader a certain information or concept, they are a
powerful strategy that seeks to develop and strengthen reading and
writing skills, which the teacher teaches in primary education.
Jumps (2021) points out that the use of pictograms can be
incorporated into educational practice, due to the use in various
situations that the learner can associate with reality, since he/she is
imitating based on experiences, which make possible the
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transmission of knowledge. Thus, the pedagogy of learning is
developed in the field of language as a need of the student to be able
to transmit his emotions, thoughts and moods, within an artistic
connotation (pictographic) related to culture and society.
Mendoza (2021) expresses that 86% of school-age students do not
know the meaning of the words when working with the texts, a
situation that directly affects the subsequent analysis of the readings,
as well as the elaboration of conclusions. In this way, pictograms can
be used in planned readings, given the didactic value that they can
have, when applied with comprehensive reading plans. The students,
who see that they have developed their reading and writing skills
based on the pictograms, also develop the ability to be good
communicators, as well as a personality full of confidence and self-
esteem.
Rock (2018) points out that students, when handling information,
can make use of pictograms to improve performance and speed, with
which the student can understand, likewise, the process of reading
aloud, as well as, the oral identification of pictograms helps to
coordinate the legibility and accuracy of writing. The sequential text
can cause a certain level of exhaustion in the reader, given the
psychomotor response demanded by the comprehension of the text,
therefore, pictograms or representative images become a valuable
ally when analyzing texts.
It is undeniable that, when talking about pedagogy, the child must
make use of symbols, characters, graphics and other representations
that are an inherent part of linguistics and writing. Therefore,
according to Puetate (2023) and Saltos (2021) pictograms can be
accompanied by other resources, methods and procedures that
stimulate the teaching-learning process in the medium and short
term.
The influence of the pictogram on syntactic language development?
Paez (2021) affirms about the pedagogical implementation of
pictograms that "their creative use in the work and practice of the
teacher is infinite". Therefore, there is a great possibility of
educational practices that allow the student to develop a
comprehensive learning of reading and writing based on pictograms.
It is not only a matter of identifying alphabetic and numerical
characters, but also of associating the signs of writing and sounds
based on the alphabetic code for the acquisition of comprehensible
orality and writing. It should be noted that this type of pedagogical
tools go hand in hand with the teacher's role as a facilitator of
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learning. This position agrees with other authors, since the work of
the teacher as a pedagogue, together with the support of the teaching
team in the area, are the ones called to plan and design the most
appropriate resources to awaken the student's interest and thus, have
positive results and of great benefit in the development of skills
inherent to the area of language and literature.
Consequently, Venegas (2021) indicates that it is important to know
how students understand and interpret the messages or information
issued by the teacher. The development of the reading level and the
translation of pictograms by students is important for the teacher to
be able to identify the students' achievements with reading cards that
use concrete symbolic representations. The student can perform a
cognitive process of reading and writing in a verbal and nonverbal
way, being the learning process that allows associating the linguistic
development with the use of visual tools, such as the pictogram, thus
allowing the student not only to recognize the characters, but also to
associate them in a reflexive way with their environment when
reading and writing.
For author Soto (2020) students may have many accuracy problems
when reading and writing, causing direct problems in school
performance. In view of this situation, reading comprehension
should emerge not only as an educational practice, but also as a
policy of thorough and periodic research of learning systems and
resources for the efficient development of reading comprehension
skills in students.
Veintemilla (2022) explains that visual resources (pictograms),
graphic organizers, among others, help to identify in a more
comprehensible way the main elements that make up the text. This
is due to the fact that the learning process involves the development
of practical skills and, at the same time, subject to mental schemes,
where oral and written information are present in the classroom. It is
evident that the assimilation of the information to be transmitted
must be sequential, each student has his own learning pace and the
way in which the representation of what the student has in his mind
will be assimilated will depend a lot on the stimulus and motivation
inherent to the visual and verbal codes.
Finally, Espinosa (2021) reveals that the influence of the pictogram
in the process of syntactic development of language is based on the
encoding process, in which teachers should not only deepen in the
recognition of words based on images, but in how these should be
transmitted to associate their word with an image, in a motivating
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and creative context. The action of determining the meaning and use
of words (comprehension in the field of reading and writing), should
not be a memoristic process but a practical one, taking into account
that the student's cognitive processes can be complex in terms of
achieving results, which should be monitored periodically, since the
learning process, as well as other research on the pedagogical use of
text, graphic images are an important resource with which the
student can remember and abstract information more effectively.
Discussion
The pictogram, being a simply graphic symbology, which represents
concepts, words, objects and/or actions, allows the teacher the ability
to convey a message, which is a powerful strategy for the
development of learning in the student as a reader and writer, by
providing the structures and regulations of verbal language,
especially in the stages of learning reading and literature. Therefore,
it is necessary to encourage the use of pictograms as a didactic
strategy for the development of reading comprehension in basic
education, and thus, a high ability to read according to the stages of
learning.
The different authors explain the different variables that can affect
the development of reading skills, so that the use of technologies in
the development of pictograms should not be directly aimed at, the
use of paper using symbols or other characters within the learning
process becomes a valid didactic strategy, as long as the teacher
applies these strategies in a creative way; likewise, motivation and
cooperative work have a positive impact on the development of
reading and writing of the students.
The pictograms, by helping to combine in a systemic way the words
and therefore the sentences in the reading process, have a positive
impact on the development of textual reading articulation and
therefore, syntactic language development. The accompaniment of
the teacher and the support of the parents is fundamental to monitor
the progress of language comprehension and the improvement of
reading and writing in primary education.
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