The purpose of this study is to explore the ability of young children to read images on the cover of picture books, to understand how young children understand images in this era of picture books, and to explore background variables including age, gender, and the number of times they read with major co-readers, and whether their reading ability on the cover of picture books is different. The researchers selected two picture books as research tools. The study was conducted on 106 boys and girls aged two to six in four public kindergartens, and conducted semi-structured interviews and analysed the content of the responses of young children, in order to understand the ability of boys and girls aged two to six to read on the cover of picture books. The results found no significant difference in gender and toddler's ability to read on the cover of a picture book; there was a significant difference in age and the number of readings with major co-readers; and there were significant differences in gender in the willingness of young children to read content after reading the cover, and girls were more willing to read content after reading the cover of two books than boys. It can be seen that the number of readings of different ages and the number of co-readers with major co-readers differs significantly in the ability of children to read on the cover of picture books. Based on the results of this study, this study makes suggestions to provide reference for future researchers.
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