Abstract

This study investigated the effects of educational comics and text-based materials on third-grade elementary students at a transitional stage of reading development, focusing on differences in reading comprehension levels and the retention of learning outcomes according to material presentation formats. Using two types of materials based on the same learning topic, pre-tests, immediate post-tests, and delayed post-tests administered two weeks later were conducted. The results were analyzed based on Barrett’s taxonomy of reading comprehension and the PISA 2022 reading literacy framework. The findings indicated that while the educational comic group showed improved achievement immediately after reading, their performance declined in the delayed post-test, whereas the text-based group maintained relatively stable achievement over time. Both groups demonstrated short-term improvement at the literal comprehension level; however, at higher levels—including inferential comprehension and the domains of integration, interpretation, and reflection—the text-based group exhibited higher achievement and greater retention. These findings suggest that although educational comics may be effective in promoting interest and facilitating initial understanding, text-centered reading is more effective for fostering higher-level reading comprehension and sustaining learning outcomes over time.