Measurement Of Reading Habits Of Primary School Students And Their Group Counseling Intervention

Reading habit is a process of interactive construction between an individual and text actively when reading,which has multidimensional characteristics of emotion,behavior and cognition.As an important component of learning habits,reading habits not only directly affect students’ reading and language learning performance,but also restrict the improvement of their overall academic level.In addition to the use of learning,the formation of reading habits is also a great significance for a person’s growth and development.Students can also enrich their spiritual connotation,promote self-growth and self-reflection,and finally form a healthy personality through extensive reading.At present,there are different degrees of reading habits deviations in primary school students.It’s very necessary and urgent to cultivate good reading habits.In this study,the self-compiled reading habits questionnaire was used to investigate the development status of primary school students’ reading habits.And aiming at the poor reading habits of primary school students,the author tried to develop group guidance courses on reading habits,and verified the effect of its intervention on primary school students’ reading habits.According to the results of current investigation and educational intervention experiment,the conclusions of this study are as follows:(1)The Reading Habits Questionnaire for Primary School Students is consists of five factors: cognitive effort,reading willingness,reading extensiveness,frequent reading and comprehension monitoring.The homogeneity reliability of self-compiled Reading Habits Questionnaire for Primary school students is good(0.962),which composed of 36 items.And its structural validity and criterion correlation validity both get the acceptable level of psychometrics.(2)The average grade of reading habits of the third to sixth grade students was 3.00,and the rate of good and bad reading habits was 18.2 percent and 16.1 percent respectively.The average grade of each dimension of reading habit was between 2.97 and 3.01,and the rate of bad reading habit and good reading habit were respectively between 13.6 percent and18.0 percent and 16.0 percent to 20.5 percent.(3)The girls’ mean scores were significantly higher than boys in cognitive effort,reading willingness,frequent reading and comprehension monitoring as well as the overall reading habit(p<0.01).but there was no significant difference between boys and girls in the average scores of reading extensiveness(p>0.05).(4)The average scores of third graders were significantly lower than those of fourth,fifth,and sixth graders in terms of cognitive effort,reading extensiveness,and overall reading habits(p<0.01).The average scores of fourth graders was significantly higher than that of grade three,grade five and grade six students in the terms of reading willingness and frequent reading(p < 0.05).For the dimension of comprehension monitoring,the average scores of fourth and sixth graders were significantly higher than those of third graders,and the average scores of fourth graders were significantly higher than those of fifth graders(p<0.01).(5)The influence of the frequency of class reading activities is significantly on reading habits of pupils.The average scores of students in the "occasionally" groups were lower than those in the "often" group on each dimensions and the scale of reading habits(p<0.001).(6)The frequency of parents’ accompanying reading has significant influence on pupils’ reading habits.The average score of students in the "occasionally accompanied" reading group was significantly lower than that in the "frequent companion" group on each dimensions and the scale of reading habits(p<0.001).(7)Group counseling intervention can effectively improve pupils’ bad reading habits.The post-test scores of children in the experiment group were significantly higher than those of the students in the control group in the three dimensions of "cognitive effort","reading willingness","reading extensiveness" and the overall reading habits after controlling for the pre-test differences between the two groups in reading habits(p<0.05).The effect size of group counseling was 0.649 on the improvement of overall reading habits.