Investigation And Problems Research Of Graded English Reading In Primary Schools

With the introduction of graded reading in China,English teachers and the scholars in the field of education studies have been paying more and more attention to the role and significance of graded reading in foreign language teaching and children's language learning.In terms of training students' at primary level to develop their reading skills,it not only consists of introducing grammatical,lexical and syntactically rules,but also involves an idea of cultivating their writing skills.Moreover,on top of reading and writing,students can start to think critically and logically,thus leading to a more fruitful result of English language teaching.In this regard,it is especially important and urgent to explore the reading strategies taught in primary schools,which is the focus of this dissertation.Applying a qualitative and quantitative approach,the data used in this project is collected from one primary school in the city of Sanya,Hainan Province China.In order to comprehensively introduce and understand the connotation of graded English reading teaching in primary schools,and recognize its status and role in English teaching in elementary schools,this dissertation has consulted relevant domestic and foreign monographs and publications,and has undertaken a research systematically on the origin of graded English reading,as well as the theories approaches and analyses relevant to this topic.Based on the input hypothesis theory,sentiment filtering theory and balanced reading teaching as the theoretical basis,the survey targets are determined.The questionnaire method,interview method,and case study method are used to investigate the teaching of graded English reading in a primary school in Hainan Province,focusing on the teaching plan,implementation,evaluation,and feedback of graded school-based reading in the first semester of a primary school in Sanya,discuss its achievements and problems.The survey describes the results of graded reading teaching,which are mainly reflected in the following five aspects:First,using graded reading in class can improve students' interest and self-confidence in learning English.Second,graded reading in class can improve the accuracy of students' spelling words and reading comprehension.Third,graded reading can cultivate students ' reading habits and improves students' reading frequency.Fourth,through vocabulary competitions,dubbing competitions,and story performances,students' ability to use English has been improved.Fifth,the ability of teachers to guide students to be reading tasks also influence the latter's skill development in reading comprehension and writing.The survey analyzes the existing problems from the aspects of teaching implementation,teaching methods,teaching evaluation and feedback,and utilization of teaching resources through qualitative and quantitative analysis.The attribution analysis of Hainan Province's graded reading teaching survey is started from the macro and micro aspects.Based on the survey of the current status of graded English teaching in primary schools of Hainan Province,especially that specific primary school in Sanya.I put forward my own opinions and countermeasures on the current problems in graded reading teaching and the limiting factors in deepening teaching.Based on the children's cognitive development theory,linguistic theory and educational management theory,this paper attempts to put forward some possible suggestions on English reading teaching in Hainan primary schools from the school and teacher level.In particular,the specific suggestions for teachers mentioned the strategies of cultivating students' reading ability,reading habits and reading experience,and the creation of teaching environments.It is hoped that this survey will be helpful to teachers at the front line in teaching graded English reading in primary schools.