| As a complex physiological and psychological process,reading is the basic way for people to access information or entertain knowledge.However,reading comprehension is an important standard to measure the reader’s language ability or to detect whether the reader has mastered the reading material,what’s more,it is the central issue of reading.In addition,the middle school stage is a crucial period for students to master learning strategies,self-education and learning.From a general survey of relevant documents,studies findings about reading comprehension by scholars mainly focuses on the field of English as a second language and Teaching Chinese as a foreign language.Less attention is paid to exploring the impact of a multiple factors on it.However,reading comprehension is a complex mental process,a process of two-way interaction between readers and texts,which is inevitably influenced by textual factors,reader factors,and the interaction between the two factors.Therefore,in this study,the Chinese Korean junior high school students were selected as the research objects to investigate the influence of reading cognition strategy,topic familiarity and text difficulty on their Chinese reading comprehension,and summarize characteristics.Finally,it proposes several suggestions according to improve their Chinese reading level and help students develop effective reading strategies.This study is divided into two experiments to explore the influence of multiple factors on Chinese reading comprehension for Korean junior school students.One of the first experiment used a 3X3 two-factor random experiment design to explore the students at different learning levels have different reading comprehension scores under different cognitive strategies.The other experiment used 3X2X2X3 mixed design to explore the differences in reading comprehension scores of different reading levels students in vary degrees of familiarity and text difficulty under different cognitive strategies.Afterwards,Combining the theory with the actual situation of teaching to analyze the cause and draw the following conclusions:(1)Reading Cognitive Strategies affect students’ reading comprehension scores,among which students use organizational strategies to achieve the highest scores,followed by fine processing strategies,and finally retelling strategies;Topic Familiarity and Text Difficulty also affect students’ reading comprehension scores are expressed in articles with high topic familiarity and simple texts;the learning level also affects students’ reading comprehension scores.for example,among which the reading grades of high-level students are the highest.(2)The interaction between Cognitive Strategy and Topic Familiarity,Cognitive Strategy and Text Difficulty,Cognitive strategy and Learning level,Topic Familiarity and Learning Level,and Text Difficulty and Learning Level are significant.The high level readers have the highest scores in Chinese reading comprehension using organizational strategy.(3)Differences in reading comprehension between different familiarity,difficulty and learning level,as well as familiarity,difficulty and cognitive strategies are also significant:Whether the topic is familiar or not in simple articles,the results of reading comprehension using organizational and fine processing strategies are all higher than that of retelling strategies;In the familiar and complex articles,the reading comprehension scores under different cognitive strategies are:organizational strategy scores>fine processing strategy scores>rehearsal strategy scores,However,In complex articles,the results of using organizational strategies are significantly higher than those of fine processing strategies and retelling strategies.(4)Reading Cognitive Strategies,Topic Familiarity and Text Difficulty have no significant influence on Chinese reading comprehension of Korean middle school students of different levels,in other words,there was no obvious interaction between the four variables,but it proves between the three variables.And the following suggestions are put forward:(1)Emphasis on reading cognitive strategy teaching to improve students’ reading cognitive strategies and reading comprehension,especially on organizational strategy teaching.(2)Cultivate students’ extensive reading interest and awareness of encyclopedia knowledge,carry out multi-form extracurricular reading activities,to enrich the students’ background knowledge reserve and improve the familiarity with the reading materials.(3)According to the current level of students,conducting reading comprehension training from simple texts to complex texts and adopting scaffolding teaching,gradually making it simple to solve the problems and master steps.(4)Flexible use of different reading cognitive strategies for different reading materials and different learning levels of students to improve reading comprehension. |
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