Investigating teacher’s perception toward the use of Picture-Based Activities in Boosting Reading Comprehension Skills among Primary School Pupils: The Case of Fifth-Year Pupils

Abstract

This dissertation examines the effect of picture‑based activities on reading comprehension among fifth‑year primary school pupils. It addresses the gap between pupils’ ability to decode words and their difficulty in understanding texts, and explores whether systematic use of pictures can support meaning making. The study draws on cognitive perspectives, which emphasize processes such as inference, vocabulary, monitoring, and sociological perspectives, which stress the impact of pupils’ social and cultural backgrounds on literacy practices. A mixed‑methods approach was using a teacher questionnaire about reading lessons that integrated pictures before, during, and after reading sessions. The data focused on how often teachers use pictures, how they perceive their role in supporting vocabulary, prediction, main‑idea identification, and answering comprehension questions, in addition to how these activities are implemented in practice. The findings show that picture‑based activities engage learners, scaffold understanding, and enhance pupils’ responses to comprehension questions, leading to improved reading comprehension. The study recommends greater emphasis on visual supports in reading curricula and teacher education. This dissertation examines the effect of picture‑based activities on reading comprehension among fifth‑year primary school pupils. It addresses the gap between pupils’ ability to decode words and their difficulty in understanding texts, and explores whether systematic use of pictures can support meaning making. The study draws on cognitive perspectives, which emphasize processes such as inference, vocabulary, monitoring, and sociological perspectives, which stress the impact of pupils’ social and cultural backgrounds on literacy practices. A mixed‑methods approach was using a teacher questionnaire about reading lessons that integrated pictures before, during, and after reading sessions. The data focused on how often teachers use pictures, how they perceive their role in supporting vocabulary, prediction, main‑idea identification, and answering comprehension questions, in addition to how these activities are implemented in practice. The findings show that picture‑based activities engage learners, scaffold understanding, and enhance pupils’ responses to comprehension questions, leading to improved reading comprehension. The study recommends greater emphasis on visual supports in reading curricula and teacher education.