An Empirical Study On The Effect Of Graded Reading Teaching On Primary School Pupils' English Reading Character

English graded reading is to select suitable reading materials for readers according to their age,psychological characteristics,cognition level and language ability.The purpose of using graded reading in teaching is to cultivate readers' good reading character and improve students' reading comprehension ability.Graded reading is fully developed abroad and has formed a systematic graded system and a series of standards.The introduction of the graded reading concept in China was started late,and there are few related research.However,with the further study of reading teaching,especially after Professor Wang Qiang's research group has formulated and promulgated the English Graded Reading Standards(experimental drafts),graded reading is becoming more and more important.According to the New Curriculum Standards for Primary School English,students should reach the secondary goals when they graduate.However,due to various reasons,the author finds that it is difficult for the students of our school to rely only on limited teaching resources and class hours.Primary school is the initiation and critical period of language learning for children.Input hypothesis theory emphasizes that the necessary condition for language learners to acquire a second language successfully is to obtain sufficient comprehensible input.According to the psychological and cognitive characteristics of readers,teachers provide appropriate reading materials for students in graded reading teaching to ensure that students can obtain comprehensible input thus promote their language acquisition.Primary school students are growing up withthe development of a number of different intelligence.But some intelligence develop fast,some intelligence develop slower.From the perspective of multiple intelligence theory,graded reading teaching attaches great importance to utilize students' multiple intelligence,cultivate students' comprehensive qualities,promote students' all-round development and make students feel the fun of English reading.In addition,graded reading teaching pays attention to students' psychological development level and follows the rules of students' psychological development.Therefore,it is feasible to use graded reading teaching to improve students' English reading literacy from both the western countries' experience and theory perspective.After determining the research direction,the author consulted a large amount of relevant literature and found that there were only a few master thesis in related research and very few research on the impact of graded reading teaching about students' reading character.Therefore,the author decided to conduct research from the following two aspects.1)What is the effect of English Graded Reading Teaching on students' reading habits?2)What is the effect of English Graded Reading Teaching on students' reading experience?The purpose of this study is to explore the effect of graded reading teaching on students' reading character through questionnaire,tests,and individual interviews.Conclusions are made according to statistic analysis of experimental data.Based on the obtained research conclusions and the perceptions in the experimental process,theauthor introduces how to choose,how to teach and learn an English graded reading material.This research can be used as a reference for other teachers who wants to promote graded reading in their school or other researchers.The author selects 82 students from two Classes in Grade Four.In order to ensure that there is no significant difference in the English level of the two selected classes before the experiment,the author conducted an independent sample t analysis based on the test scores of the last semester in 2019.There was no significant difference in English performance,while the average English score in the control class was even slightly higher than the experimental class.After the experiment,the author collected data through questionnaire survey and individual interviews and gave an aggregate analysis,the following conclusions are reached:1.Graded reading helps students develop good reading habits.More and more students will speak aloud and do finger reading,paying attention to the matching of sound and shape while reading.When encountering strange words,students will try to solve it in different ways,such as making bold guesses based on the storyline or pictures,querying the dictionary,or asking the teacher directly.The amount and frequency of reading also improved significantly after experiment than before.2.Students have a strong sense of reading experience in the experimental class.During individual interviews,students expressed their appreciation for this kind of reading,especially in a relaxed and pleasant classroom atmosphere,where they have a more positive attitude towards English reading.Suitable Graded readings,rich classroom activities and professional guidance from teachers have also greatlyincreased students' interest in reading English materials.