Research On Kindergarten Children's Language Of Reading Information Book

An important goal of early reading is to help children understand the picture books, which is a key area of early reading. Some scholars have pointed out that the picture books can be divided into two types:picture story books and information picture books. A picture story book tells a story by a series of pictures with corresponding words or without words, which is narrative and fiction in essence. An information picture book is to convey knowledge of the natural world and human society, which is expository in essence. There are no fictional elements in information books, so they are nonfiction.So far, Researches and practices of picture story books have been far more than those of information picture books. Overseas studies have shown that even preschool children are sensitive to picture story books and information picture books these two different genres of books after a teacher's long period of time of reading these two different genres of books. Children's pretend readings contained features of information book language. Information books are included into the kindergarten curriculum in the practice of preschool education abroad.This study aims to solve three problems:firstly, how do children read information picture books which they seldom read before? What is their knowledge of information picture books; secondly, after a long period of exposure to information picture books and are read aloud, can children acquire the features of information picture books? Will children be more sensitive to information picture books; Thirdly, How do teachers guide and help children read information picture books?The author cooperated with a kindergarten teacher of a demonstration kindergarten in Shanghai. The teacher read aloud information books to 256-year-old children three times a week in her classroom and each reading lasted for twenty minutes. The reading program began in April and ended in June, before and after the reading program, the children were asked to "read" an information book which they never read before. The pretend readings of the experimental group children are compared with those of the control group children.The results show that:After a period of reading and learning information books, children's pretend readings contained far greater use of features of information book, however, children do not fully grasp the features of information book; prior knowledge, experience and vocabulary are important for children to read and understand information books. Children haven't understood the genre of information books.Based on the results, there are some educational strategies:teachers should increase the opportunities and time to read aloud information picture books to children; use picture story books and information picture books in combination; teach children strategies of reading information books; encourage young children to use information books for real purpose.