Informational texts are filled with graphics that support and extend the written text. These graphics may provide an alternate way to access important information, and sometimes they are the only entry point to that information. However, just being able to see the graphics does not ensure that readers are paying attention to, let alone comprehending, them. Norman and Roberts have seen teachers covering up graphics and students celebrating the presence of graphics because it meant there was less to read. They believe that teachers need to explicitly teach students to recognize the importance of the graphics and to strategically read these graphics to better comprehend the whole text. They suggest three strategies for helping students read graphic information: (1) Visual Thinking Strategies: Students carefully examine a picture and describe what they see; (2) Question/Answer Relationships: Students think about where they can find answers to questions in a text and accompanying graphics; and (3) Questioning the Author: Students asks themselves what the author is trying to say and whether the message is clear. This may involve creating or improving graphics.