碩士 國立臺中教育大學 教師專業碩士學位學程 103 Employing action research method, this study aimed to promote children’s literacy through integrating picture books into literacy activities. The participants of this study were the mix-aged Smile class in the affiliated preschool of Smile Elementary School. The data of this study were analyzed through observation, interviews, and document collection. This study shows that when teachers read picture books with children, pointing to the words helps children foster the concept of books. The use of dialogic reading strategy provides children more opportunities for discussion. In addition, combining picture books with related activities promotes children’s interests in reading and writing, and also increases the frequency of doing literacy activities at the corner time. For teachers, designing related literacy activities can depend on children’s ability. Teachers can share books of similar topics with children as well as design a series of learning activities based on one book.