A Urban-Rural Comparsion Study Of The Relationship Between Reading Engagement And Reading Literacy

Reading is an important means for individual to understand the external world,the basis for students to learn,and the necessary skills for the survival and development of modern society.In the 21 st century,the focus of national/regional competition has turned to the competition of talents and talent reserves.The national reading literacy has gradually become a symbol to measure the competitiveness of a country,which has attracted the attention of education researchers all over the world.Since 2013,China has begun to study reading legislation,advocate "reading for all" nationwide,and advocate the construction of "Bookish Society".Shenzhen,Jiangsu,Hubei and other places have issued comprehensive reading related documents.China's regional development is extremely unbalanced,and there are significant differences in reading literacy levels between urban and rural students due to family,school,society and other factors.It is found that reading engagement is highly malleable and can largely compensate for the effects of low family income and poor educational background on learning.The existing research is mainly from the perspective of gender or cultural environment to study the impact of reading engagement on reading literacy.This paper studies the impact mechanism of reading input on reading literacy from the perspective of urban-rural areas.On the basis of the existing research on reading engagement and reading literacy,this paper analyzes the difference in the impact mechanism of reading engagement on reading literacy from the perspective of urban and rural areas by using the PISA2018 reading literacy assessment data of four provinces and cities in mainland China: Beijing,Shanghai,jiangsu and zhejiang.According to the population of the school location,this paper divides it into five categories: rural(population under 5000),small town(population 5000-15000),town(population 15000-100000),city(population 100000-1000000),and big city(population over 1000000).It constructs two-level linear models respectively,and analyzes the effect relationship between each variable and reading literacy from the perspective of students and schools.Mainly by literature analysis and statistical analysis,combing reading engagement indicators,and by using SPSS statistica l software to complete the data cleaning,data conversion,such as work,using WinSteps software will reading time,reading interest sequence is converted into continuous variables,such as the use of statistical software R language contains built-in lmerTest function,students and school level in five cities in students' reading and reading literacy level of two linear models.Finally,according to the results of the analysis,the paper compares the influence patterns of reading engagement on reading literacy in urban and rural areas,and puts forward corresponding countermeasures.The research content of this paper includes the following five parts:The first part is the introduction.It mainly introduces the background,question presentation,research purpose and research significance;The second part is a literature review.It mainly defines the core concepts of "literacy","reading literacy","engagement",and "reading engagement",and sorts out relevant research at home and abroad.Through this part,the reading engagement indicators and analysis methods are determined;The third part is research design.This section mainly introduces the research content,research objects,analysis tools,research ideas;The fourth part is empirical analysis.Descriptive analysis was used to explore the reading literacy and reading ability distribution of students in the five categories of urban and rural areas.A two-level linear model of reading investment and reading literacy was constructed in the five categories of areas to analyze the relationship between reading investment and reading literacy effects;The fifth part is the research conclusions and recommendations.Based on the above research analysis,combined with the status quo of reading literacy cultivation in China,we discuss the suggestions and countermeasures for improving the reading literacy cultivation of 15-year-old students.The results show that :(1)there are significant differences in the reading literacy scores of students in five regions,and the reading ability levels of different regions are not consistent,but the reading engagement in five regions has a significant impact on the reading literacy uniformity.(2)Among the variables that make up reading engagement,reading interest,information orientation,text understanding,evaluation and reflection all show significant positive predictive effect on reading literacy,and they all show the same pattern in the five regions.Reading time school reading,discontinuous text reading and other influences on reading literacy show different or opposite patterns in different regions.According to the research results,four Suggestions are put forward :(1)to create a reading atmosphere in the school and strengthen the school reading participation;(2)reduce the burden and combine with the interest to improve the reading efficiency;(3)to strengthen reading strategy education,to guide students' self-monitoring;(4)standardize network reading and carry out group reading teaching.This study still has limitations in the selection of factors and the control of irrelevant factors,and the school level variables are not enough to construct a two-level linear model of the influence of reading engagement on reading literacy in five regions,which still needs to be further improved in the follow-up research.