2.1.1 Definition of Picture Books 3

2.1.2 Definition of English Picture Books 3

2.1.3 Characteristics of English Picture Books 3

2.2 Theoretical Basis 4

2.2.1 Cognitive Theory 4

2.2.2 Schema Theory 4

2.2.3 Multiple Intelligence Theory 5

3. Research Methodology 6

3.1 Research Questions 6

3.2 Research Subjects 6

3.3 Research Methodology 6

3.3.1 Literature Analysis 6

3.3.2 Pre-test and post-test 6

3.3.3 Questionnaire 7

3.3.4 Classroom Observation 7

4. Data Collection and Analysis 8

4.1 Data Collection and Analysis of the Pre-test 8

4.2 Data Collection and Analysis of the Post-test 8

4.3 Data Collection and Analysis of Questionnaires 8

4.4 Data Collection and Analysis of Class Observation 9

5. Conclusion 11

5.1 The improvements of students’ reading ability 11

5.2 The selection criteria of English picture books 11

5.3 Conclusion 12

5.4 Limitations of the research 12

References 14

Appendix I 16

Appendix II 20

Appendix III 24

1. Introduction

1.1 Research Background

As we all know, language is a tool of communication. Reading is one of an important part of linguistic competence. It is not only an important skill in the process of language learning but the major part of language teaching as well. With the popularization of English courses in primary schools, the teaching  of English reading is being given more and more attention. However, due to the problems such as big-sized class, limited class hours and shortage of English reading materials, reading teaching in primary school are still facing a great challenge. As the English books have a colorful pictures and are well illustrated with simple and repeated language, they become more and more popular with pupils. However, how to use English picture books to improve pupils’ reading ability is still worth of study.