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This article introduces the results of a research survey that involved 443 preschool and classroom teachers. The objective of the investigation was to discover teachers' views on making picture book reading a part of the teaching process, how picture book reading was incorporated, and how a productive visual response to a picture book was designed. The results indicated that the surveyed teachers do consider picture books to be appropriate, not only for very young children, and they had nodoi:10.26529/cepsj.554 fatcat:7jfxg5znkzhdbmtqyh36yliin4