| Reading ability is not only the basis and core of students’ learning,but also the necessary condition for the development of contemporary teenagers.Primary school is also considered to be the key period for developing reading ability.According to the 2022 Chinese Curriculum Standards for Compulsory Education,students should master multiple reading methods and be able to read independently.At the same time,PIRLS(Progress in International Reading Literacy Study)also pays close attention to the reading status of primary school students.Cultivating students’ reading ability in primary school is not only the need of primary school Chinese teaching,but also the basis of cultivating primary school students’ core literacy.Many studies have proved that children’s reading will be affected by family environment factors.Family reading environment will not only affect the reading ability of normal children,but also affect the reading ability of children with Chinese dyslexia.In addition,reading input has also been proved to be an important factor affecting children’s reading ability.At present,the research on reading engagement is mainly concentrated in foreign countries,while the domestic research on reading engagement is less.However,in the PISA2000 study,it was found that in any country or region participating in PISA,there is an extremely significant positive correlation between students’ reading engagement and their reading proficiency.Reading engagement can greatly improve the insufficient reading ability of children with poor family environments.Therefore,this study investigated normal reading children while also incorporating dyslexic children to verify whether reading engagement has an equally important impact on both groups of children.The purpose of this study is to explore the impact of family reading environment and reading engagement on reading ability,and to test whether reading engagement,as an intrinsic mechanism of students,plays a mediating role between family reading environment and reading accuracy,reading fluency,and reading comprehension.This study is based on the "ability achievement difference" model and applies it to all students in second,fourth,and sixth grades,and then matched the students with normal reading ability as the control group.The students filled in the "Family Reading Environment Questionnaire" and "Reading Input Questionnaire",and completed the tasks of literacy test,three-minute fast reading and reading comprehension test,By comparing and analyzing the differences between the two groups of children’s family reading environment,reading input and reading ability,this paper explores the impact of family reading environment and reading input on reading ability.We conducted in-depth case interviews with children in the dyslexia group and children in the normal reading group respectively to verify the various factors in the family reading environment between dyslexia children and normal reading children,as well as the reasons for the differences in reading input and reading ability,so as to provide a basis for parents to create a good family reading environment.(1)The children with reading disabilities in grades 2,4,and 6 showed significant differences in their scores on the home reading environment questionnaire,reading engagement questionnaire,and reading ability tests compared to the children with normal reading,and all scores were lower than those of the children with normal reading.(2)There is a significant grade difference in various reading ability test tasks among children in each group,with grades in sixth grade being higher than those in fourth and second grades.In terms of reading engagement,the behavioral engagement scores of children in the normal reading group were higher in fourth grade than in sixth and second grades.The children with reading disabilities scored the highest in behavioral engagement in fourth grade,followed by sixth and second grades.In terms of emotional engagement scores,the second grade is higher than the fourth and sixth grades.(3)There is a significant positive correlation between family reading environment scores,reading engagement scores,and reading ability test tasks in children with normal reading and children with reading disabilities.(4)The family reading environment and reading engagement have a significant predictive effect on reading ability,while the family reading environment partially mediates reading ability through reading engagement.(5)The parents of children with reading disabilities have relatively low professional level and educational level,with a small amount of books in their families.The frequency of parent-child reading activities between parents and children is relatively low,and parents have insufficient attention and negative attitudes towards their children’s extracurricular reading.When engaging in extracurricular reading,children in the reading disability group have a lower level of engagement in reading compared to children in the normal reading group,and their performance in reading ability and Chinese language performance is also inferior to those in the normal reading group.Research conclusions:(1)The children with reading disabilities have lower scores in their family reading environment and reading engagement,and exhibit developmental delays in reading accuracy,fluency,and comprehension.(2)Children in the reading disability group and those in the normal reading group showed an improvement in their reading ability scores on various tests with increasing grades.However,the grades of children with reading disabilities were consistently lower than those of children with normal reading in the same grade.(3)Among children with reading disabilities and those with normal reading,the family reading environment and reading engagement play an important role in the development of children’s reading ability.The family reading environment can indirectly affect reading accuracy,fluency,and comprehension through reading engagement.(4)In the interview,children in the dyslexic group showed a lower family socioeconomic status,and their family material resources and spiritual resources were also relatively scarce,which affected their reading input and showed a poorer reading performance than children in the normal reading group. |
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