[Abstract] Picture books have been internationally recognized as the best material for early reading. At

present， there are mainly three kinds of picture books， namely， picture book， digital interactive picture book

and digital non interactive picture book. It is worth pondering whether the design of these picture books is

really conducive to children’s understanding of reading content. Therefore， this article attempts to study

the following two questions ： first of all， when reading the picture books which have same plot and different

forms， is there any difference in children’s understanding of reading content? Secondly， in which aspects

of the three forms of picture books influence children’s understanding? Thirdly，according to these reading

differences， what kind of design strategy can promote children’s understanding? The experiment was

designed for preschool children aged 5—6. The reading comprehension test questions were compiled refer

to“PIRLS”， and the reading comprehension test data were analyzed statistically. This paper analyzes the

causes of the difference based on children’s reading performance during the experiment， and puts forward

suggestions on function and visual design.

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