The Effect Of Picture Books On Pupils’ English Reading Literacy In The Light Of Pirls

Progress in International Reading Literacy Study(abbreviated as PIRLS) has launched a campaign to evaluate the reading literacy of Grade Four pupils in participating countries since 2001. It points out that reading literacy consists of reading proficiency as well as reading attitude and behaviors. This research is built on teaching English reading through a picture book and presenting students with it for after-class reading. It aims to study the effect of picture books on pupils’ English reading literacy from the perspective of PIRLS. To be specific, it explores the possibility whether original English picture books can be applied to EFL class, besides, the study also examines the effectiveness whether this kind of reading material can enhance pupils’ reading proficiency and develop their positive reading attitude and good reading behaviors.The research mainly adopts the literature review method, the questionnaire research method and the experimental research method. The teaching experiment lasted 2 month and was carried out in Lu Cheng Primary School with 105 pupils in Grade Five. Two classes were engaged as experimental lass and controlled class with the help of my former college classmate, who is now the English teacher of the two classes. In the experiment, picture book reading teaching and picture book extra-curriculum reading were carried out in experimental class. Correspondingly, plain text reading teaching was implemented in controlled class. Data were collected through a variety of instruments: pre-posttests in addition to students’ questionnaires. They were analyzed by SPSS16.0 and Excel. Based on the data, the study comes to the following conclusions.1. English picture books intended for native learners suit our pupils as well. In this reading program, students’ reading proficiency is significantly enhanced. Meanwhile, picture books contribute to students’ understanding and memorization of vocabulary. However, there exists difference in reading proficiency improvement among students with different English proficiency.2. More access to the interesting and true-to-life English picture books can intrigue students’ interest to read more and develop their positive reading attitude and good reading behaviors.According to the findings of the research, some pedagogical suggestions of English reading teaching through picture books are put forward.1. When selecting picture books, teachers should take theme, plot language, illustrations and supplementary resources into consideration. Meanwhile, the selection should also comply with teaching aims and learners’ language level and cognitive features.2. Teachers should have flexibility in designing reading teaching activities with different purposes through picture books, in addition, teachers are required to help students acquire certain reading skills in different stages: pre-reading, while-reading and after-reading.3. According to Multiple Intelligence theory, teachers are suggested to design many and various activities to develop students’ multiple intelligence in four reading teaching stages with picture books: preparation, central intelligence, internal intelligence and external intelligence.