Study On Reading Instruction In Grade K-5 Of California In America

The development of economic and cultural exchanges at home and abroad has put higher requirements for English reading ability.Scientific and systematic reading instruction is essential to expand students' vocabulary,consolidate the language knowledge they have learned,enrich their knowledge of social science and culture,cultivate their ability of critical thinking,and improve the ability of comprehensive language usage.In China,English reading instruction in primary schools started in the early 21 st century.In the early stage,reading instruction was mainly carried out in the upper grades of primary schools.In recent years,attention has been paid to English picture-book instruction in the lower grades of primary schools.However,in the specific process of reading instruction,there are some problems in the reading standards,contents,instructional materials and evaluation of reading instruction,which prevent reading instruction from playing its basic role in cultivating students' reading habits,interests and abilities.The reform of reading instruction in California primary schools started in the 1990 s.So far,California has formed a relatively complete reading instructional system.The study on the current situation of reading instruction in California can provide models for solving the problems of reading instruction in Chinese primary schools.In this study,the current situation of k-5 grade reading instruction in California was studied in literature review and comparative method.Since the 1990 s,the U.S.federal and California governments have formulated systematic policies on English reading in primary schools,providing support for English reading instruction in primary schools in California.As far as English reading instruction in California primary schools is concerned,the final and specific goals are set to prepare students for college and career.It stipulates three kinds of reading instructional contents: literature text,information text and foundational skills,adopts both comprehensive and flexible teaching model and method,provides a variety of instructional materials and resources,carries out short term,medium term and long term assessment which play both formative and summative guiding role in reading instruction.It creates a wealth of professional learning opportunities to improve teachers' reading instructional ability.According to the reading score in National Assessment of Education Progress and California Smarter Balance Summative assessment,reading scores of all grades have been improved,the gap between California's and the national average score has been narrowed,students of advanced level has increased significantly in the recent two years.But there is a gap in reading score compared with other states,and it is difficult for ELs to improve their reading scores,especially for the black and Hispanic students,whose reading scores are much lower than the average score of California.Based on the current situation of English reading instruction in primary schools on China and the experience of English reading instruction in primary schools in California,the Chinese government should formulate and improve relevant policies,attach importance to the basic role of reading and maintain the continuity of policies;improve the existing reading standards,increase their operability to play a guiding role;systematize the compiling standard of instructional materials,enrich the type of textbooks to increase its adaptability;construct efficient assessment system,strengthen formative assessment to play its role of improvement;renew teachers‘ reading instructional ideas,provide professional training to improve teachers' reading instructional ability.