摘要：Numerous research projects underline the importance of illustrations in improving cognitive part of learning, pointing out that positive influence is exerted only when illustrations are directly connected with the content of а text and when this connection is further strengthened by the interaction between teachers and pupils. This paper analyses the relation between text and illustration in primers as first textbooks used by first graders. Applied taxonomy identifies 46 types of relations between illustration and text (Marsh & White, 2003), divided into three groups according to degrees of relations between illustration and text (group А - codes expressing little relation between text and illustration; group B - codes expressing close relation between text and illustration; group C - codes expressing situations in which illustrations build up and give more information compared to the content of texts). A sample of 145 pairs of authors’ text and illustration, selected from five primers, was divided into 4 groups by using hierarchical cluster analysis (Ward method). The largest number of illustrations had only a decorative function. A smaller number of illustrations were allocated to a cluster with evaluations expressing a close relation between illustration and text. They clearly define location of the plot (locate), connect characters of the story, such as plants and animals, with pupils by giving them human qualities (humanise), concretise described objects or concepts, introduce pupils to actual relationships presented in the content of the story (induce perspective) and give visual representation of abstract and material processes (model). Findings from this paper point out once again that it is necessary to define production standards for primers independently of general quality standards for textbooks, taking into account specific features of these textbooks and their importance to first graders.
关键词：primer; illustrations in textbooks; relation between illustration and text; structure of textbooks
