| Early reading plays an important role in children’s development.As the main reading material for children,picture books have been widely recognized for their value.However,many parents and teachers believe that children can understand the content of picture books only when they are literate,and even carry out mechanical literacy education for children,while a large number of specialized literacy education will seriously affect children’s interest in writing and reading.Will children’s literacy affect their understanding of picture books? To what extent does it affect children’s reading comprehension? The discussion of these problems can not only help parents and teachers establish a correct reading concept,but also promote the development of "de-primary education" work.Therefore,this study takes 5-to-6-year-old children as the research object,and conducts a comparative study on the reading comprehension of picture books of children with different literacy levels,in order to provide reference and guidance for parents and teachers to guide the reading of picture books of children with different literacy levels.The literacy of the upper classes children in two kindergartens in Fuzhou was tested.60 children were recruited in this study,including 30 children with lower literacy and 30 with higher literacy.With two picture books of different difficulty as the research materials,the narrative story and semi-structured interview were conducted to compare the characteristic of picture book reading comprehension for children with different levels of literacy.Finally,corresponding educational suggestions were put forward.The results were as follows:1.Both high and low literacy children showed the best comprehension of the story structure in terms of the background element,followed by the ending element and finally the plot element;2.Children with high literacy had significantly better comprehension of plot elements and ending elements than children with low literacy;3.Both high and low literacy children showed the best understanding of the plot elements as the beginning of the story,followed by the inner plan and outcome,and finally the inner response;4.High literacy children understood the inner plan significantly better than low literacy children,and low literacy children understood the inner response significantly better than high literacy children;5.High and low literacy children responded significantly better to explicit questions than implicit questions;the comprehension of story logic on easy picture book was significantly better than those on difficult picture book;6.Both high and low literacy children had a predominantly holistic understanding of the story;the comprehension level on easy picture book is significantly better than those on difficult picture book;7.Children with low literacy showed more of their own perceptions and opinions in story comprehension than children with high literacy,children with high literacy followed the original logic of the story more often.In view of the above conclusions,this study puts forward the following educational suggestions: 1.Guide parents and teachers to establish a correct reading concept,Dialectically look at the influence of children’s literacy on picture book reading comprehension;2.Guide children with high literacy to read pictures fully;3.Guide children with low literacy to correctly grasp the relationship between pictures and images;4.Guide children with different levels of literacy to fully understand the internal response of the role. |
