Research On The Current Situation And Improvement Strategies Of Chinese Reading Literacy Among Fourth-grade Primary School Students

Primary school is a critical period in the formation and development of individual reading literacy,and Grade 4 is an important point in the transition to higher levels of learning,which profoundly affects the sustainable development of students’ reading literacy.Compared with international education assessment programmes such as PISA and NAEP,PIRLS has shown outstanding advantages in terms of relevance,specialisation and comprehensiveness in the assessment of reading literacy for Year 4 students.In order to promote the development of language reading literacy among primary four students,this study,based on the local adaptation of the PIRLS assessment framework in accordance with the relevant content of the national curriculum standards,uses reading tests,questionnaires and teacher interviews to investigate the current situation of language reading literacy among primary four students in an education group in the region,focusing on three levels: students’ reading purposes,comprehension processes and behavioural attitudes.The survey summarises the main problems and causes from the sample sorting and data analysis,and then proposes strategies to effectively improve the language reading literacy of Grade 4 students.The following findings were drawn from the research study: First,the overall language reading literacy of Year 4 students was at an intermediate level.The main features are: students’ performance in different reading text types is not stable enough;there is a gradient gap between higher-order comprehension skills and the basic level;the purpose of reading is characterised by multiple features due to internal and external factors;and the attitude towards reading behaviour is positive but is more influenced by the classroom.Secondly,the reasons for the formation of language literacy problems among Grade 4students are diverse in character.The main reasons are: shortcomings in reading teaching practices;constraints on students’ attitudes towards reading;inadequate support in the school environment;misconceptions in family education;and the curriculum reflecting the characteristics of the school year.Thirdly,the improvement of the reading literacy of Year 4 students requires the concerted efforts of many parties.The main manifestations are: improving reading teaching and learning,focusing on comprehensive quality training;improving reading attitudes and correcting reading-led motivation;bringing together the strengths of many parties to form a three-pronged education mechanism.