Research On The Assessment Of Children's Independent Reading Ability From The Perspective Of Grading

Independent reading ability is one of the most important abilities in the era of knowledge economy,and childhood is an important period for the development of independent reading ability.Only by becoming an independent reader and changing from "learning to read" to "learning from reading" can you truly have the ability to read independently.Children's graded reading can effectively stimulate children's interest in reading,promote children to read independently,and thus cultivate independent reading ability.However,the existing graded reading standards in our country are not yet mature,and the domestic classroom teaching also lacks an environment for children to read independently..Therefore,this study establishes a method for grading children's reading ability for independent reading through the evaluation and classification of children's independent reading ability,and investigates the factors that affect the level of independent reading ability.It provides a theoretical reference for the formulation of reading ability grading standards and how to improve children's independent reading ability.The main content of this research specifically includes the following aspects:(1)Theories and concepts of children's independent reading ability and graded reading.Through literature research,the definitions of the concepts of "independent reading","reading ability",and "graded reading" are clarified,and the relationship between reading ability and graded reading is constructed.(2)Investigation of children's voluntary reading.It is mainly divided into children's independent reading ability assessment and reading background investigation.In the assessment of children's independent reading ability,firstly,according to the assessment framework of PIRLS2021,the constituent elements of reading ability are clarified,and the preliminary reading grading principle is established.Secondly,the appropriate text is selected according to the reading characteristics and level of the fourth grade students.Finally,a questionnaire for children's independent reading ability is designed to evaluate the reading ability level of fourth grade students in different levels of difficulty and different dimensions.(3)Grading of children's independent reading ability.Refer to the item response theory to establish grading standards and methods,and classify the survey subjects according to the scoring results obtained from the independent reading ability assessment.(4)Analysis of influencing factors of children's independent reading ability.The statistical analysis software SPSS22 is used to carry out correlation and regression analysis between children's independent reading ability level and children's reading background factors,and analyze the key factors that affect children's independent reading ability level.At the same time,according to the previous grading results,the key factors that affect reading ability in each level are clarified.(5)Differentiated strategies for improving children's reading ability.Through the analysis of the key factors found in the survey results that affect children's independent reading ability,we propose graded and differentiated strategies for improving children's independent reading ability,and provide a reference for how to cultivate children's independent reading ability.After theoretical research on reading ability and graded reading,referring to the PIRLS2021 evaluation framework,based on the hypothesis and model of item response theory,this research proposes a grading standard and method for children's reading ability in the context of independent reading,which can obtain the corresponding ability value representing the children's independent reading ability based on the scores of the children's assessment questionnaire,and the grading can be done by the grading standard designed in this study.It is worth mentioning that the grading method of children's independent reading ability proposed in this study is different from the traditional Chinese curriculum standard for children's language ability assessment.It is clearly oriented to the reading situation of children's independent reading,which can improve children's independent reading ability in a more targeted manner..Through the analysis of the survey results,this study found that children,parents,and schools can start to improve children's independent reading ability.For children,encourage children to think independently and advocate shared reading;for parents,encourage parent-child reading,and provide more reading support for children;for schools,it is recommended to reform the Chinese teaching model and pay more attention to logic in reading teaching thinking.At the same time,this research puts forward three suggestions that can improve children's independent reading ability from the perspective of graded reading by developing graded book lists,providing differentiated reading teaching,and providing graded library reading services.At the same time,research has found that the lack of exercise of children's thinking ability in current Chinese classroom education,and the improvement of children's independent reading ability is not related to Chinese teaching and even is oppressed by classroom teaching to a certain extent.The innovation of this research lies in.The research perspective is novel,combining graded reading and reading ability assessment to establish reading grading standards for children's independent reading ability;the research object is limited to independent reading,which is different from teaching assessment,which helps to understand the true reading ability of children and helps explore the relationship between classroom teaching and independent reading ability;refer to the PIRLS2021 reading literacy assessment framework,which can reflect the new international standards for reading literacy,and also test the applicability of PIRLS2021 in the Chinese environment.In this study,due to the limitation of the survey samples,the accuracy of the analysis of background factors in the school reading environment needs to be improved.At the same time,in the future research work,the corresponding work between the difficulty of the book and the different reading ability levels of children should be further completed to help the development of children's reading grading work.