The Development Of Preschool Children's Reading Comprehension Of Picture Storybooks And The Research On Reading Education Practice

Reading is the beginning of children's understanding of the world,and reading ability is the important performance of children's scholastic achievements.Reading aims to comprehension,which is also one of the most vital competences of reading.Preschool children's comprehension of picture books is an important area to explore for the following reasons.First,researches related to preschool children's reading comprehension are insufficient.Second,picture storybook reading plays a key role in children's practice and development of early literacy.Third,picture storybooks have become more and more popular in China in recent years.The paper,based on literature review on picture book reading,tries to make a research on preschool children's picture storybooks reading comprehension.Above all,the paper makes an effort to establish the full framework of assessing children's development of reading comprehension,which contributes to work out the test of preschool children's reading comprehension on picture storybooks.According to the features of preschool children's linguistic,we work out the test,by looking up the literature and deeply interviewing The test looks into the whole development of children's reading comprehension from two aspects: looking for the explicit information and understanding the implicit information.The aspect of looking for the explicit information includes describing the picture,confirming the main character,observing the background and details,understanding the story plot.The aspect of understanding the implicit information contains guessing the character's mentation,understanding the character's moral action,making up the dialogue,simple reasoning and information integration,amounting to nine dimensions.The test is made up of 57 questions.The reliabilities and validities show that the test can be used as an effective assessment tool to measure the development of reading comprehension of picture storybooks.Furthermore,the study investigates the development of reading comprehension of picture storybooks in Shanghai kindergartens.And also the correlation between the reading comprehension and oral narration,vocabulary development is examined,exploring their effects and providing the theoretical basis to educational intervention.According to the survey results of Preschool Children's Reading Comprehension of Painting Story Book Test,there are three findings.First,the age of 3-6 may be the key period of reading comprehension's development;Second,the preschool children have a great development on the following dimensions: describing the picture,confirming the main character,understanding the story plot,guessing the character's mentation,understanding the character's moral action,making up the dialogue,simple reasoning and information integration,however,on observing the background and details,there is a rapid development from the bottom class to the middle class,but no distinct difference between the middle class and the top class.Third,there are different difficult points for different grades.They have a better understanding on explicit information than implicit information.For the whole grades,the results of the dimensions of simple reasoning and information integration are not good.For the bottom class,confirming the main character and guessing the character's mentation are the most difficult.For the middle and top classes,describing the picture and observing the background and details are the most difficult.The correlation between the reading comprehension and oral narration,vocabulary development shows that,first,the growth of oral narration level has the same trend as the growing age,in the dimensions of story structure,story theme,using the dialogue,expressionism,vocabulary varieties,sentence structure in detail,while in the dimensions of story length,time mark,there is a slow growth from bottom class to middle class.Second,with the growing age,the results of vocabulary increase,but exist great individual difference,the words on emotions score least.Third,the development of the reading comprehension of picture storybooks is significantly correlated with the level of both oral narration and vocabulary,further studies tell us that reading comprehension,oral narration and vocabulary have the same growing trend,the improvement of oral narration and vocabulary helps the the improvement of reading comprehension,that is to say,oral narration and vocabulary can predict the results reading comprehension.Finally,based on the understanding of the features of preschool children's reading comprehension of picture storybooks,we investigate the promotion of reading comprehension by Interactive Shared Reading Approach.The results show that,comparing with traditional reading approach,Interactive Shared Reading Approach can improve the development of reading comprehension.Besides,the approach has great applicability.The series of studies above make up the deficiency of the quantized empirical research in the field of preschool children's reading comprehension.The research on the framework of reading comprehension assessment,the development of readingcomprehension of picture storybooks and the educational intervention breaks through the present content and enriches the related achievements.