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Findings show teachers consider picture books suitable not only for very young children and can select appropriate titles without difficulty. Half of the respondents report children or students visually expressing impressions after reading. Remaining gaps concern developing children’s visual and multimodal literacy within instruction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reading-picture-books-in-preschool-and-lower-grades-of-primary-school/598226/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reading-picture-books-in-preschool-and-lower-grades-of-primary-school/598226.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the objective of the teacher survey in the study?","Question",{"text":112,"@type":113},"To identify teachers’ views on making picture book reading part of the teaching process, how it is incorporated, and how productive visual responses to picture books are designed.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the surveyed teachers report about picture books’ suitability?",{"text":117,"@type":113},"Teachers consider picture books appropriate not only for very young children, and they report no difficulties selecting suitable picture books.",{"name":119,"@type":110,"acceptedAnswer":120},"What remaining potential did the results indicate regarding picture books in teaching?",{"text":121,"@type":113},"Unused potential remains in developing children’s visual and multimodal literacy through picture book reading in the teaching process.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598226,1792160883,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","doi: 10.26529/cepsj.554  \nReading Picture Books in Preschool and Lower Grades of Primary School  \nJanja Batič1  \n• This article introduces the results of a research survey that involved 443 preschool and classroom teachers. The objective of the investigation was to discover teachers’ views on making picture book reading a part of the teaching process, how picture book reading was incorporated, and how a productive visual response to a picture book was designed. The results indicated that the surveyed teachers do consider picture books tobe appropriate, not only for very young children, and they had no difficulties selecting an appropriate picture book. Half of the respondents noted that children or students visually expressed their impressions after reading a picture book. The replies also indicated that, as regards picture books within the teaching process, unused potential remains in terms of developing children’s visual and multimodal literacy.  \nKeywords: picture book, multimodal text, visual literacy, preschool teachers, classroom teachers  \n1 Department of Fine Arts, Faculty of Education, University of Maribor, Slovenia; [janja.batic@um.si](janja.batic@um.si).  \n10 reading picture books in preschool and lower grades of primary school  \nBranje slikanic v vrtcu in nižjih razredih osnovne šole  \nJanja Batič  \n• V članku predstavljamo izsledke raziskave, ki je vključevala 443 vzgoji-teljev in učiteljev razrednega pouka. Namen anketiranja vzgojiteljev in razrednih učiteljev je bil ugotoviti, kakšna so stališča vprašanih glede branja slikanic v pedagoškem procesu, kako poteka branje slikanic inkako je zasnovan produktivni likovni odziv na prebrano slikanico. Rezultati kažejo na to, da vprašani prepoznavajo slikanico kot knjigo, kini primerna le za mlajše otroke, in da brez težav izberejo kakovostnoslikanico. Polovica vprašanih navaja tudi, da otroci oz. učenci po branjuslikanic svoje vtise likovno izrazijo. Odgovori vprašanih pa kažejo tudina to, da je slikanica v pedagoškem procesu še neizkoriščen potencial zvidika razvijanja vizualne in multimodalne pismenosti.  \nKljučne besede: slikanica, multimodalno besedilo, vizualna pismenost, vzgojitelji, učitelji razrednega pouka  \nIntroduction  \nReading picture books in the preschool period and lower grades of primary school, accompanied by a productive visual response to what was read and seen, can be an excellent starting point for developing one’s visual and multimodal literacy. Riddle (2009, p. 7) notes:  \nJust as reading complements writing in traditional literacy, observation and creation jointly form the foundation of visual literacy […] As teachers, our job is to help students do more than merely look at symbols; we must show them how to interpret and communicate the meaning of images, to develop ‘intelligent vision.  \nPicture books are a special type of book, combining the verbal and the visual codes of communication. According to Haramija (2017, p. 28), picture books are an intermediate stage between comic books, which focus on visual elements, and illustrated books, which focus on the text. In classic picture books, such as Maček Muri (Magic Muri) by Kajetan Kovič and Jelka Reichman (1975) or Muca Copatarica (Slipper Keeper Kitty) by Ela Peroci and Ančka Gošnik Godec (1957), the information carried by the text is normally also included in the illustration. We can only rarely find a character that is not mentioned in the text. Some contemporary picture books include distinctly postmodern elements, such as nonlinearity, self-referential text, sarcastic or self-mocking tones, and an anti-authoritarian stance (Goldstone, 2001) . In an analysis of Slovenian picture books with postmodern elements, we noted that two elements, in particular, stood out, namely a close interaction between the verbal and the visual (both of them complementing and upgrading each other) and intertextuality, which is a prerequisite for the multiple meanings of a picture book (cf. Haramija & Batič, 2014)","cbCaiszx1wOKx3g9","https://ap.wps.com/l/cbCaiszx1wOKx3g9","pdf",134687,18,"English","# Introduction\n## Teachers’ views and integration of picture book reading\n## Visual response and visual/multimodal literacy","[{\"question\":\"What was the objective of the teacher survey in the study?\",\"answer\":\"To identify teachers’ views on making picture book reading part of the teaching process, how it is incorporated, and how productive visual responses to picture books are designed.\"},{\"question\":\"What did the surveyed teachers report about picture books’ suitability?\",\"answer\":\"Teachers consider picture books appropriate not only for very young children, and they report no difficulties selecting suitable picture books.\"},{\"question\":\"What remaining potential did the results indicate regarding picture books in teaching?\",\"answer\":\"Unused potential remains in developing children’s visual and multimodal literacy through picture book reading in the teaching process.\"}]","Reading Picture Books in Preschool and Lower Grades of Primary School | PDF",1792086525,45]