This study examined 30 second graders' patterns of attention to graphics (e.g., maps, diagrams, photographs, illustrations) and their illustration extensions (e.g., captions, labels) in two informational texts, and how students processed these items (e.g., creating narrative or evaluating). Results indicate that students do tend to study different types of graphics and read different types of illustration extensions with differing frequency and use differing reading processes. Hypothesized reasons for these findings and suggestions for future research are discussed.