Impact of Picture Books on Reading Comprehension Skills of Preschool Children
DOI:
https://doi.org/10.69760/portuni.0107007Keywords:
Picture books, reading comprehension, preschool education, early literacy, teacher perception, Akinyele Local GovernmentAbstract
This study investigated the impact of picture books on the reading comprehension skills among preschool children in Akinyele Local Government, Nigeria. Five purpose of the study and five research questions guided the study. A mixed methods was employed. A stratified random sampling technique was used to select 10 public and private nursery schools. From these schools, 20 early childhood educators and 100 preschool children were selected, resulting in a total sample size of 120 participants.
Data collection instruments included a structured questionnaire for teachers, an observation checklist to record classroom practices, and a reading comprehension assessment for children. These instruments were validated by experts in early childhood education, with a pilot test yielding a reliability coefficient of 0.78. Data collection involved researcher-administered questionnaires, classroom observations, and comprehension assessments conducted after reading selected picture books to the children. Descriptive statistics were used to analyze quantitative data, while thematic analysis was applied to qualitative data from observations.
Findings revealed that picture books significantly enhance children's reading comprehension, especially when combined with interactive reading strategies such as questioning and discussion. However, challenges such as limited access to quality picture books and inadequate teacher training were also identified. The study concluded that picture books are valuable tools for promoting early literacy and recommended their integration into the preschool curriculum, alongside professional development for educators and the provision of culturally relevant materials. These findings have implications for improving literacy outcomes and informing early childhood education policy and practice in similar low-literacy settings.
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