P6 PSLE English — Visual Text Comprehension

New from 2025 PSLE: Visual Text Comprehension is a new component introduced in the 2025 PSLE English syllabus. Questions 21–25, Booklet A, 5 marks (MCQ).

1. What Is Visual Text Comprehension?

Visual Text Comprehension presents two related texts — one of which is a visual or multimodal text (e.g. an advertisement, poster, infographic, brochure, or webpage screenshot) paired with a short written text on the same topic.

You answer 5 multiple-choice questions (MCQs) choosing the best answer (A, B, C, or D) based on information from both texts.

Key features:

• 5 marks — 1 mark per question
• Questions 21–25 in Booklet A
• Two texts: one visual/multimodal + one written passage
• Questions test reading across both texts
• Shade answers on OMR sheet

2. Types of Visual Texts

3. What the Questions Test

Literal understanding — What does the text explicitly say?

Inferential understanding — What does the visual suggest or imply?

Reading across both texts — How do the two texts relate?

Purpose and audience — Who is the text aimed at? What is its purpose?

Language and design choices — Why did the writer/designer make specific choices?

4. How to Approach the Questions

Step 1 — Skim both texts (30 seconds) Get a general sense of the topic, purpose, and how they relate.

Step 2 — Read the first question carefully Identify: Is this about the visual, the written text, or both?

Step 3 — Locate the relevant part of the text For literal questions, find the exact section. For inferential questions, re-read the context.

Step 4 — Eliminate wrong options Cross out options that are clearly wrong, too extreme, or not supported by either text.

Step 5 — Choose the BEST answer Which one is best supported by what the texts actually say? Never use your own knowledge.

Step 6 — Move on — don’t overthink This section is worth only 5 marks. Spend about 8–10 minutes total.

5. Reading Visual Text Features

Bold / large text — signals key information

Exclamation marks (!) — urgency, excitement, persuasion

Bullet points — organised information, easy scanning

Colours — red = urgency/warning, green = environment/health, blue = trust

QR codes — link to more information; designed for digital action

Contact details / website — call to action; reader is meant to do something

Logos — establish brand identity and credibility

6. Reading Across Two Texts

Some questions ask you to compare or connect both texts:

• Look for a point that appears in both — not just one
• Avoid options that are only supported by one text when the question says “both”

7. Common Mistakes

Answering from your own knowledge — base your answer only on what the texts say.

Ignoring the visual — some answers can only be found in the visual’s layout, labels, or design.

Missing “BOTH” — if a question says both texts, check evidence exists in both.

Choosing extreme options — “always”, “never”, “all”, “none” are usually wrong unless the text uses those words.

8. Model Practice

Sample Visual Text: Poster for a community recycling drive

• Headline: “Recycle Right This Saturday!”
• Details: 9am–1pm, Bishan Community Centre. Accepted items: paper, bottles, cans, electronics.
• Note in red: “No food waste or clothing.”
• Tagline: “Small actions, big difference.” NEA Green logo.

Sample Written Text: “The NEA has launched a campaign encouraging residents to recycle more at community collection points. Studies show that many recyclable items are contaminated because residents place food waste in recycling bins.”

Q1. According to the poster, which item CAN be recycled? A. Old T-shirts   B. Leftover food   C. Aluminium cans   D. Used napkins

Answer: C — The poster lists “cans”. Clothing and food waste are excluded.

Q2. Why is “No food waste or clothing” printed in red? A. To make the poster colourful   B. To show these are important to recycle   C. To warn residents not to bring these items   D. To encourage less food buying

Answer: C — Red signals a warning/restriction.

Q3. Which is supported by BOTH texts? A. Recycling reduces electricity bills   B. Residents don’t know what to recycle   C. The drive is organised by NEA   D. Contamination of recycling bins is a problem

Answer: D — The poster excludes food waste (contamination concern); the article explicitly states contamination is a problem.

Q4. What is the MAIN purpose of the poster? A. Advertise a product   B. Inform residents about a recycling event and what to bring   C. Celebrate NEA achievements   D. Explain how recycling works in factories

Answer: B — An event announcement with practical details.

Q5. The tagline “Small actions, big difference” is used to ___ A. remind residents that only small items are accepted B. suggest individual recycling efforts can have a large positive impact C. warn that the event ends early D. explain why the community centre was chosen

Answer: B — Persuasive language motivating participation by emphasising value of individual action.

Quick Summary

• What: 2 related texts (1 visual + 1 written), 5 MCQ questions
• Where: Booklet A, Questions 21–25, Paper 2
• Marks: 5 marks total
• Tests: Literal, inferential, cross-text, purpose, design choices
• Method: Skim → identify question type → locate evidence → eliminate → best answer
• Key trap: Choosing an answer not in the texts, or ignoring visual elements