A Study On The Influence Of Family Environment On Reading Literacy Of Primary School Students In Western China

Reading literacy is not only a central part of enhancing Chinese disciplinary core competencies,but also often plays a cornerstone role in students’ independent learning,comprehensive quality and lifelong development,and is gradually becoming a key requirement for civilization construction and civic literacy in the new era.Nowadays,we are in an important period of cultural revitalization in rural areas,and it is crucial to improve the reading literacy of young people in rural areas.At the same time,the introduction of the Family Education Promotion Law and other related laws has put family education and other content at the center of the discussion on education.Education does not depend on school education alone,but the family and the society,of which the family is the smallest molecule,play an indelible and important role in education.Therefore,the development of education,as an important strategic means to achieve rural revitalization,is inseparable from the active participation of each family.For this reason,this study takes rural elementary school students in a western region as the research object.Using theories such as Levin’ Dynamic Field Theory as the main perspective,we explore the factors and occurrence mechanisms of family environment that influence reading literacy of rural elementary school students in the west,especially the active role played by reading motivation and reading activities.To this end,this study constructs research ideas based on existing literature and related theoretical studies,and discusses and analyzes them as such.First,the model is constructed and the research instrument is developed based on the literature.Specifically,a theoretical model of the influence of family environment on reading literacy of elementary school students in western rural areas was constructed,from which a research instrument was developed to confirm the appropriateness and validity of the instrument by analyzing the data collected for the first time,in order to obtain reading literacy test questions with good measurement indicators and a reading situation questionnaire for western rural elementary school students.Second,preliminary descriptive statistics and analysis of variance were conducted on the collected data to analyze students’ reading literacy,family environment,reading motivation,and reading activities.The overall reading literacy scores of the investigated rural elementary school students were found to be low.In terms of home environment reading physical field,home learning facilities were mostly in the middle to upper level;book collection and reading space were in the middle or lower level.As for the cultural field of reading in the home environment,the parents’ literacy level is mainly reflected in their occupations,such as farmers and other manual laborers and self-employed people;parents’ reading concepts and parent-child reading activities have low scores.By comparison,it is found that the physical field of reading in the home environment of the survey respondents is more fully constructed compared to the cultural field.In terms of the analysis of variance results,the differences in reading literacy and reading activities between female and male students were not significant,and female students performed significantly better than male students in reading motivation.Then,on the basis of the common method deviation test,the significance level of the mediating effect was tested using the deviation proofreading non-parametric percentile Boot-strap method.The specific results indicated that home environment had a significant effect on students’ reading literacy;home environment influenced reading literacy through influencing reading activities;home environment influenced reading motivation,which in turn influenced reading activities,and finally influenced reading literacy,i.e.,reading motivation and reading activities played a partly mediating role in the relationship between home environment and reading literacy in a chain.Finally,case discussions were conducted based on quantitative analysis.One student each with high,medium,and low levels of reading achievement was identified and interviewed with his or her parents and classroom teacher.Specifically,based on the content framework of home environment influencing factors,interviews were conducted with parents and teachers on the three aspects of home environment,students’ reading performance at home,and the development of home-school dialogue and cooperation,and the mechanisms behind them were analyzed based on the existing empirical results.Based on the findings of the study,suggestions are made in relation to Levin’Dynamic Field Theory and the social and cultural characteristics of western rural areas.On the policy level,we should improve the legal and juridical interpretation of family education laws,focus on the implementation of policy formulation and guarantee,pay attention to the disadvantaged groups,and promote the scientificization of family education;on the social level,we should advocate the joint construction of a common reading model by schools,families and communities;on the family level,we should enrich family reading resources,create a good reading environment,and pay attention to the healthy and comprehensive development of individuals.Finally,at the micro level,students should correct their reading attitude,improve their reading motivation,cultivate good habits,and face digital reading rationally.