THE IMPACT OF PICTURE BOOKS ON VOCABULARY ACQUISITION IN LOWER PRIMARY CLASSES IN ONDO WEST LOCAL GOVERNMENT AREA OF ONDO STATE.
Abstract
This study investigates the impact of picture books on vocabulary acquisition in lower primary classes in Ondo West Local Government Area of Ondo. The research examines three key aspects: the role of picture books in facilitating vocabulary acquisition, the effectiveness of interactive reading activities such as questioning and discussion, and the influence of early exposure to picture books on children's vocabulary and academic performance. Findings reveal that picture books significantly enhance vocabulary learning by engaging young learners through visual and narrative elements, fostering better word retention and comprehension. Respondents strongly agreed that interactive reading practices, including questioning and discussions, improve vocabulary acquisition by promoting active participation and deeper understanding. Additionally, early exposure to picture books was found to support vocabulary development and reading comprehension, though its impact on overall academic achievement appeared to be influenced by other factors such as teaching quality and socio-economic conditions. The study underscores the importance of integrating picture books and interactive reading strategies into early education to enhance language learning outcomes. It also highlights the need for structured reading interventions to maximise vocabulary development among lower primary school pupils. These findings contribute to existing research on early childhood literacy and provide practical recommendations for language educators and policymakers.
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