A Study On The Strategy Of Transition From Picture Book Reading To Text Reading For Low-level Primary School Students

Reading has always been one of the most important aspects of language teaching in primary schools,and the primary level is mainly text-based reading,which requires students to have certain reading skills,but due to the influence of their own reading minds and cognitive characteristics,students in the lower primary school tend to read picture books with more pictures and fewer words.There are still certain obstacles to the successful development of text reading in lower primary schools.Therefore,how to help students in the early grades to make a smooth transition from picture book reading to text reading is the main issue of this paper.In this study,the author uses the literature research method to categorise,generalise and summarise a large number of previous studies,so as to summarise the theories that are of reference value to this study;he also uses the comparative research method to compare the specific reading skills required in the process of picture book reading and text reading,and to specifically analyse the correlation between picture book reading and text reading,so as to lay the foundation for the strategies proposed later.This study takes Piaget's cognitive development theory,Montessori's language sensitivity theory and Shi Yuzhi's speech ability synthesis theory as the theoretical basis for the smooth transition from picture book reading to text reading for low-level primary school students,and analyzes the characteristics and value of picture book reading and text reading in low-level primary school students on the basis of the reading mental characteristics of low-level primary school students,so as to pave the way for the later strategy.Finally,in the previous discussion and conclusion,the relevant strategies for the transition from picture book reading to text reading are summarized and summarized,from the four levels of students' "learning",teacher's "professor",parents' "co-reading",and "arrangement" of teaching materials,effective strategies are proposed in an all-round and multi-dimensional manner,providing some practical strategies for the smooth transition from picture book reading to text reading for low-level primary school students.