The Action Research On Using Picture-Book To Facilitate Primary School Students’ English Reading Competence

English reading competence has become increasingly important in today’s society, and it is also an essential part of the process of English learning. When the students first getting start with a new language, they pay more attention to the listening and speaking than reading, and think reading should be after listening and speaking. However, when we start to learn English, we should learn listening,speaking and reading together. The children are more interest in the pictures in the English books, so they like reading. Thus, in English learning, reading and listening are equally important. The English curriculum criteria launched by the Ministry of Education has make a clear request to the primary school students about the reading from level one to level five: they are able to recognize the words by looking the pictures, to read simple stories with the help of pictures, to understand the brief instructions or requests in the textbooks, and to accumulate the reading quantity by continuous reading. In the process of teaching, instead of teaching how to read, the primary school teachers are just stressed on remembering of the words and sentences, in which leads students lost their interest in English reading.This thesis is divided into five parts: the first part is mainly discussed the research significance on picture-book reading promote the primary school students’ English reading competence, which based on the current situation of primary school students’ English reading. The second part is the summary of the previous related literatures. The third part is about the theoretical basis of this thesis, and methods of action research that used to study this thesis.The fourth part is about the specific processes of action research used in this thesis. The author has divided the 60 subjects into two groups, and the study carried out for four stages: the first part is introduce the picture-book to the primary school students and let them participate in activities. The second stage is to design the activities of reading picture-books to cultivate students’ interest in English reading; the third stage is to find the highlight part in reading and adjust the reading plans by reviewing and summarizing the reading activities, in order to improve the reading competence of the students; the fourth stage is to analyze the last stage, adjusting the current reading activities to improve English reading competence of students by reflection.In these four stages, the author has experienced practice, reflection and re-practices. The author mainly discussed the English reading competence from three aspects, which including what to read, how to reading, and the results of reading. In drawing attention to the picture-book reading, we must also focus on the process of reading, and using effective ways to promote students’ reading skills.After the four stages’ reading action, in the fifth part, the author has compared the reading data of the two groups with SPSS, and at the same time, using the ways of interviewing the teachers and parents. Through the detailed analysis on the process and results of the four-stage study, it is found that the English reading competence of the 30 participating students has improved significantly. Therefore, it is verified that the picture-book reading can no doubt improve the English reading competence of the primary school students.