The purpose of this study was to improve children's visual literacy through reading the pictures in a picture book. For it, some children in the first grade were participated in a picture book reading model in which they read picture books containing pictures that connote somewhat more symbolic meaning than a story itself. In order to enhance children's creative thinking, especially teacher's divergent questions to promote children's creative thinking and his or her receptive attitude to encourage their various responses were included in the reading model. Specifically, in the chapter 2, the definition of a picture book, relationship between a story and a picture in a picture book, and literacy and visual literacy were reviewed. In the chapter 3, a series of picture book reading lessons participants, materials, lesson plans and analysis and evaluation of each lesson were described. The results from this study are as follows: First, teacher's questions to help children read a text as a whole, a story and pictures in a picture book, encourage children to explore, reflect, and critique the story and the pictures in the texts in order to make sense of the images. Second, the picture book reading model seems to improve children's creative thinking based on imaginative power. Children was actively able to express their own thinking, reconstructing their background knowledge and experience. Third, a reader response lesson based on a whole language approach might enhance children's listening, speaking, reading(picture reading), writing ability. Children who were afraid to speak in public and to write due to lack of ideas had a confidence to positively participate in the reading lessons. Fourth, children were able to have more positive reading attitude and interest toward reading. Children who were not interested in reading were interested in the reading lessons and they wanted to participated continually in the reading lessons.