This study examines the relationship between image and text from the visual culture of elementary school students. The relation between picture and text is most often associated with comics, and rarely in teaching is the emphasis placed on a picture related to literature. In this research, the emphasis was not on existing illustrations (picture books, illustrated books) but on the images students create in their minds while reading. It was important to explore this topic because there are many students who don't like to read or are not interested in reading. In order for students to perceive reading as something positive, close and useful to them, it is essential to link the text to something close to them. The imagination is the link that is needed. Each student sees in a different way what he or she has read and experiences the book in its own way in accordance with personal imagination. Visualizing text makes it easier for students to read, and they can understand the text at a deeper level. The problem that this research originated from is the student's attitude toward the text. Some students view text of any kind as something uncomfortable, forced, foreign - not seeing any useful aspects of reading. The aim of this research is to bring students closer to the text through visualization and to show them the positive aspects of reading, to present reading as a useful and fun activity, and to stimulate their imagination and creativity. The research questions answered by the research results are as follows: Does visualization help students understand the text they are reading? Does visualization and imagination contribute to reading interest? This is a six-hour action research conducted in the fifth grade of elementary school during Fine Arts classes. Students visually interpreted Maja Brajkov-Livakovic's book Finka Fi through several different media. The usefulness of this research is reflected in how students think about the text, how they relate to it, and how they interpret it in different ways. By uploading the images they envisioned on paper or other medium, it made the students more aware of what the visualization of the text was and encouraged them to imagine what they were reading when reading. In this way, the students' entire thinking process in reading became visible and clearer. The assumed expectations that at the end of the process students would view the text as something close, interesting and useful, have come true. In the process, students, using visualization of the text, developed creativity and imagination. It is a fact that each student has his or her own way of learning and thinking, but the results of this research confirm the assumption that text visualization would be an effective learning aid for many students.