Abstract:
Reading comprehension is a vital skill for young learners, particularly in English as a second
language (ESL) context. This study explores the use of picture books as a tool to enhance
reading comprehension among Tamil-medium Grade 4 and 5 students at Ak/Al-Muneera
Junior College, Addalaichenai. Given the linguistic and cognitive development stage of primary
learners, picture books serve as a bridge between visual literacy and text understanding, making
them ideal for young ESL learners who face challenges in vocabulary, sentence structure, and
inferencing. The study adopts a qualitative approach supported by simple pre- and post-tests
to measure improvements in comprehension. A purposive sample of 30 students (15 from
Grade 4 and 15 from Grade 5) was selected. Over a four-week intervention period, students
were exposed to a series of graded English picture books with guided reading sessions, group
discussions, and follow-up activities such as sequencing, storytelling, and vocabulary matching.
Findings indicate that the use of picture books significantly increased students’ ability to
predict content, identify main ideas, and make inferences. Visual support helped in decoding
unfamiliar words and improved students’ engagement and motivation to read. Teachers also
reported better participation during reading activities, especially among low-proficiency
learners. The study concludes that integrating picture books into the English curriculum can
be an effective method to support reading comprehension development in Tamil-medium
primary learners. It recommends teacher training on how to use picture books strategically and
calls for more contextualized materials that relate to students’ cultural and linguistic
backgrounds.
