| Summary: | 碩士 === 國立臺中教育大學 === 幼兒教育學系碩士班 === 100 === This study aimed to explore the reading comprehension of young children with high or low language abilities, and to compare children’s visual focus while reading a picture book. Specifically, four young children, aged from 6 to 7 years old, participated in the study. Among them, two scored above 90% and two scored below 50% in PPVT-R. Both qualitative and quantitative data were collected. Data indicated that young children scored higher in PPVT-R focus both on words and pictures while reading the selected book. They also paid more attention to the critical picture area related to the main idea of the story book. However, young children with poor language ability tended to read only the pictures, and paid more attention to trivial area which not closely related to the subject of the book. It reveals that the visual focus of young children with poor language ability may lead to the poor understanding of the contents of the picture book.
When examining the course of children’s visual focus, young children with better language ability began with reading words and then selected the corresponding pictures to read. After getting the messages conveyed through the pictures, they may comprehend the content of the picture book. Young children with poor language ability rarely began with reading words, so that they read the cues in the picture books ineffectively. These children search for familiar graphic representation and make predictions based only on their experience in the past. Therefore, they could not grasp the main idea of the book.
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