A Study On The Influencing Factors Of Reading Literacy Of Primary School Students Based On PIRLS

Reading literacy is not only an important support for the core quality of Chinese,but also an important basis for individual learning ability,personal accomplishment and lifelong development.Primary school stage is the key period for the formation and development of life reading literacy,which is vulnerable to a variety of factors and constraints.Nowadays,many countries in the world and some international organizations have considerable importance to study on the factors influencing reading literacy.As an famous reading assessment project,PIRLS assesses the global students' reading literacy of the fourth grade primary school,and at the same time,construct the students' background evaluation framework and develop a series of questionnaires to explore the factors which influence students' reading literacy.According to this,PIRLS provides an important reference for the cultivation and promotion of the reading literacy.But for a long time,China has been neglected reading literacy training and studying on the factors influencing the literacy of reading,the cultivation of students' reading literacy has been narrowly considered as Chinese teacher's responsibility,ignoring the comprehensive role of national and community,family,school and student characteristics and attitude etc.Which cut off the whole activities of reading learning.Reading can not go beyond the environment to produce and develop,Compared with other disciplines,the influence of background factors on the primary school students to acquire reading literacy is more obvious.Therefore,it is a must to pay attention to the influence factors of reading literacy.So,what are the factors that affect the reading literacy of primary school students or the reading achievement? What is the impact on the reading literacy of primary school students? This study from the perspective of PIRLS,on the framework of PIRLS background evaluation and content and the results are analyzed,and make the preliminary definition of national and community factors,family factors,school factors,class factors,student traits and attitudes.It is for the first time starting from factors of reading literacy,combined with the current research of students reading literacy in China,using a variety of research methods,like literature analysis,questionnaire survey,mathematical statistics,take the fourth grade primary school students as the research object,and based on PIRLS2016 sample papers for the test,as well as using the revised student questionnaire,teacher questionnaire,parent questionnaires and school questionnaires to make systematic investigation.So we can verify the application of PIRLS analysis from the perspective of localization and explore the main factors affecting China's reading literacy.Finally,based on the analysis of PIRLS and questionnaire survey,making suggestions and reference for our national reading development and cultivation of students reading literacy training: set national rules and legislation about reading,create a social reading atmosphere;optimize the family reading environment,carry out family reading activities;create school reading atmosphere and the campus culture;reform traditional teaching way and emphasis on reading strategies and methods;improve students' reading attitude and cultivate good reading behavior.According to the schedule,the main contents of this study include the following aspects:The first part is the introduction part of this article.This part mainly elaborates the research background of this article,introduces the purpose and significance of the study,the research methods,content,and research design,etc.The second part is the summary of domestic and foreign research and the definition of the concept.This part is mainly discussing the reading literacy research and the international reading literacy assessment project.Through the domestic and foreign scholars on the study of reading literacy,define the connotative meaning and operational definition of reading literacy.The third part is the overview of PIRLS background evaluation research.This part is the key part of this paper.It is mainly about the theoretical basis,background of PIRLS evaluation and the evaluation system,evaluation method,evaluation tools and evaluation results which are summarized,and determine a preliminary definition of pupils' reading literacy and its influencing factors.The fourth part is an empirical study based on PIRLS background evaluation.This part is the difficult part of this paper,which is divided into two aspects: research design and empirical analysis.The research design includes the framework of the questionnaire design,survey tools and methods,subject selection,investigation process and data acquisition,etc..The empirical analysis is based on the sample data collected,use the SPSS software to analysis the reliability of the questionnaire as well as correlationanalysis,then draw a final conclusion.The fifth part is the enlightenment and recommendations.This part puts forward the relevant countermeasures and suggestions to the development of children' reading literacy.The sixth part is the conclusions and reflection.This part makes a summary of the study,reflects the disadvantage of this study and the expectations of the follow-up study of the subject.