scholarly journals Stratified Teaching Method of English Picture Book Reading in Primary Schools

2021 ◽  
Vol 5 (9) ◽  
pp. 103-108
Author(s):  
Yidan Xu
Keyword(s):  
Primary School ◽  
Curriculum Reform ◽  
Picture Books ◽  
Primary Schools ◽  
Picture Book ◽  
Teaching Method ◽  
Core Competencies ◽  
Book Reading ◽  
English Reading ◽  
Picture Book Reading

With the advancement of the new curriculum reform, many schools have put forward the idea of combing English reading with stratified teaching. Enhancing the effectiveness of reading English picture books is an important goal that most English teachers uphold when reforming the teaching of English reading. In order to achieve this goal, it is necessary to improve the teaching methods of reading. Reading picture books is an important way to improve students’ core competencies in English. However, at present, the method of teaching reading in primary school is simple; in addition, the teaching activities are not well organized. Therefore, in order to improve students’ core competencies in English, this article points out several issues in the teaching of English picture book reading and provides some pedagogical implications for the teaching in this aspect based on the stratified teaching method and classroom observation by including Class 1, Grade 2 students from a primary school in Leshan as the research subjects.

scholarly journals Differences in sentence complexity in the text of children’s picture books and child-directed speech

2019 ◽  
Vol 39 (5) ◽  
pp. 527-546 ◽  
Author(s):  
Jessica L. Montag
Keyword(s):  
Picture Books ◽  
Picture Book ◽  
Book Reading ◽  
Language Outcomes ◽  
Complex Sentence ◽  
Children's Picture Books ◽  
Causal Pathways ◽  
Important Means ◽  
Syntactic Differences ◽  
Picture Book Reading

Reading picture books to pre-literate children is associated with improved language outcomes, but the causal pathways of this relationship are not well understood. The present analyses focus on several syntactic differences between the text of children’s picture books and typical child-directed speech, with the aim of understanding ways in which picture book text may systematically differ from typical child-directed speech. The analyses show that picture books contain more rare and complex sentence types, including passive sentences and sentences containing relative clauses, than does child-directed speech. These differences in the patterns of language contained in picture books and typical child-directed speech suggest that one important means by which picture book reading may come to be associated with improved language outcomes is by providing children with types of complex language that might be otherwise rare in their input.

scholarly journals The Integration of Internet and Picture Book: Using Online Picture Book Reading Project to Promote Primary School Students’ Reading Literacy

2021 ◽  
Vol 123 ◽  
pp. 01025
Author(s):  
Yanfei Zhou ◽  
Tingfang Fei ◽  
Jing Chen
Keyword(s):  
Primary School ◽  
Picture Book ◽  
Book Reading ◽  
Reading Literacy ◽  
Primary School Students ◽  
School Students ◽  
Reading Interests ◽  
Post Test ◽  
Good Reading ◽  
Picture Book Reading

This study aims to explore the effect of the combination of English picture books and the Internet on pupils’ English reading literacy. 12 primary school students participated in the online picture book reading project. The results are as follows: first, through pre-test and post-test, students’ reading comprehension ability has been improved; Second, the questionnaire shows the online project can help them increase reading interests, develop good reading habits and reading strategies; Last but not least, children give positive feedback to the project, especially about reading-guide videos and teachers’ comments in pronunciation. In general, the online project can promote pupils’ reading literacy.

scholarly journals Reading Picture Books in Preschool and Lower Grades of Primary School

2019 ◽  
Author(s):  
Janja Batič
Keyword(s):  
Picture Books ◽  
Picture Book ◽  
Book Reading ◽  
Classroom Teachers ◽  
Visual Response ◽  
Multimodal Literacy ◽  
Teaching Process ◽  
Research Survey ◽  
Very Young Children ◽  
Picture Book Reading

This article introduces the results of a research survey that involved 443 preschool and classroom teachers. The objective of the investigation was to discover teachers’ views on making picture book reading a part of the teaching process, how picture book reading was incorporated, and how a productive visual response to a picture book was designed. The results indicated that the surveyed teachers do consider picture books to be appropriate, not only for very young children, and they had no difficulties selecting an appropriate picture book. Half of the respondents noted that children or students visually expressed their impressions after reading a picture book. The replies also indicated that, as regards picture books within the teaching process, unused potential remains in terms of developing children’s visual and multimodal literacy.

scholarly journals Improving English Comprehension in Primary School by Picture-books Story-telling and Reading

2021 ◽  
pp. 68-102
Author(s):  
Chen Rongyi
Keyword(s):  
Primary School ◽  
Picture Books ◽  
Primary Schools ◽  
Teaching Method ◽  
School Teacher ◽  
Primary School Teacher ◽  
Testing System ◽  
College Entrance ◽  
College English ◽  
School Headmaster

So many Chinese students graduated from university after having learned English for 12 years, but they can’t use English well, especially in English listening and speaking. However, all these college students passed Band 4 test of CET (College English Test). There are many reasons for this strange phenomenon but the most important one is Chinese teaching system which is badly influenced by testing system. This year (2013), Chinese education department are under discuss whether the English test will be taken out of National Examinations of College Entrance or the total score should cut down from 150 to 100. It has reflected that our country is in a dilemma whether we should take English into NCEE (National College Entrance Examinations) or not. However, the problem is not exams but how to test and how to teach English in schools. As a primary school teacher for 16 years, the writer has found out that all teachers have to use a textbook to teach and have to finish the textbook and take exams according to the book. If students do better in exams, teachers’ value will improve. Otherwise, they will not be welcomed by school headmaster. These really hold back our English teaching. All our teachers are thinking about how to help students achieve high score not language function, that, understanding and communication. After many years teaching, the writer has found out that English learning goes well with exams. In order to prove this, the writer began an experiment which lasted for 10 weeks during which the writer read picture-books to students at every class for ten minutes. The students really enjoyed the stories. This method really enhances students’ interests and abilities in listening, speaking and understanding. This article focuses on the picture-books reading to improve the comprehension of English reading in primary school. Reading picture-books improve students’ comprehension and teachers’ teaching approaches. It will benefit all the students if this teaching method applies to all students who are learning English. As no one in China has done this research before, the writer thinks this article can apply to many primary schools in China.

Reading picture books on television

1991 ◽  
Vol 14 (1) ◽  
pp. 91-111
Author(s):  
Anthony Liddicoat
Keyword(s):  
Picture Books ◽  
Picture Book ◽  
Children's Television ◽  
Book Reading ◽  
Television Plays ◽  
Picture Book Reading ◽  
Patterns Of Interaction

Abstract Television plays a major role in the lives of children. This studies examines one aspect of children’s television – the reading of picture books. Interaction centred around picture books has been shown to be an important element in the acquisition of literacy. Mediated picture books and “live” picture books encourage different patterns of interaction between reader and child. The reading of a television picture book, unlike that of a live picture book, is a text, not an interaction centred about a text. Such texts can form the basis of useful interactions between children and others, but exposure to mediated picture books alone does not appear to replace the function of “live” picture book reading in the acquisition of literacy.

A comparative study of visual fixation of Uygur and Han 5- to 6-year-olds in reading picture books within a Chinese reading context: Evidence from eye movement

2018 ◽  
Vol 2 (1) ◽  
pp. 25-33
Author(s):  
Lanbin Min ◽  
Jing Zhou
Keyword(s):  
Picture Books ◽  
Picture Book ◽  
Background Information ◽  
Book Reading ◽  
Eye Tracker ◽  
Chinese Reading ◽  
Reading Direction ◽  
Text Information ◽  
Reading Context ◽  
Picture Book Reading

In this study, 80 Uygur children and Han children aged 5 to 6 years within a Chinese reading context were tested by using an SMI portable eye tracker to record their eye movements in picture and text fixation during picture book reading. The findings are as follows. First, Uygur children aged 5 to 6 years primarily focus on pictures in the process of reading picture books. Their level of fixation of key picture information (main characters) is constantly increasing. An important reading characteristic for Uygur children at this age is to understand picture books through capturing key picture information, whereas Han children at this age show signs of shifting from reading the key picture information to overall information processing, such as obtaining information from the picture details, background information, and text information about their relationship with the key pictures. Second, 5- to 6-year-old Uygur children’s fixation on text begins to have elementary development with age, but their text fixation level significantly lags behind Han children, and their fixation of Chinese characters is still in the elementary stage. Third, 5- to 6-year-old Uygur children’s reading direction is potentially affected by their habit of reading their native language, but this age period is also an important stage for the early development of Uygur children’s second language (Chinese).

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