The Influence Of Different Reading Modes And Word Frequency On Recognition Of Words In Primary And Middle School Students

This paper studies the effects of reading patterns(reading and silent reading)and different word frequencies(high frequency,low frequency)on the recognition and recall of words in primary and secondary school students,and whether there are differences in their changes with age.The research objectives are: the relationship between high-frequency words and low-frequency words recognition and recall in different reading modes of reading and silent reading,in which the word frequency of the reading mode is the independent variable,the reaction time and correct amount of the word recognition,and the correctness of the recall.The quantity was the dependent variable,and the influence of different frequency of words on the memory abilities of the primary and middle school students in different reading modes was investigated,and the development trend of the word memory was examined.Experiments were conducted using a two-factor experimental design of 2(reading mode: read aloud,silent reading)× 2(word frequency: high frequency,low frequency).The experiment uses vocabulary memorization-vocabulary recognizing task,that is,the subjects first read the vocabulary,and after reading 24 vocabulary,rest for two minutes for vocabulary recognition detection and recall testing,in order to avoid proactive effects and down-shooting effects,The middle 12 words and 12 noise words were selected for detection.Experimental material screening process: Words a fter sorting through the “Modern Chinese Frequency Dictionary”,288 words were screened out,with 144 high-frequency words(frequency is more tha n 200 times per 100,000 times)and 144 words.Low-frequency words(occurring less than ten times per 100,000 times);these words build 36 lists,each list consists of 8 words,36 lists are: 18 lists of high-frequency words,18 Low-frequency word list,there are significant differences between each group of words.In the formal experiment,the silent reading group and the reading group randomly selected four lists each.Six random words in each group of eight words were used as formal experimental materials.As a result,it was found that the response pattern of word recognition was significantly different in reading patterns,and that the responses of the aloud participants were even shorter.The higher the grade,the shorter the response time for recognition,and the higher the correct amount of recognition,the higher the number of memories.Vocabulary frequency affects vocabulary recognition and recall.High-frequency word recognition is quicker when responding,the correct amount is higher,and the number of memories is higher.Through analysis of the research results,the following conclusions are drawn:1.In the elementary school and the first grade,recitation of vocabulary reading is much shorter.However,in the first two readings and silent readings,the response of low frequency and high frequency is basically the same.2.In elementary and junior high school,as the grades increase,reading ability gradually improves.The correct rate of vocabulary recognition has gradually increased.In all grades,silent reading and reading aloud,the difference between high and low frequencies is most pronounced in third grade and first grade of elementary school.3.In terms of the number of memories,the number of correct memories gradually increased with the increase of grades,but the sixth grade and the second grade of elementary school were basically the same,and the recall effect of high frequency vocabulary was significantly better than that of low frequency vocabulary.From the perspective of the impact of memories,there was a clear cross between grades five and six,indicating that the reading effect was better before the fifth grade,and the effect of silent reading after the fifth grade was better.