The Influence Of Reading Beliefs On Parental Involvement And Literacy Skills Development Of Children In The Lower Grades Of Primary School

Reading belief refers to the individual’s attitude and belief about reading,which has an important impact on the individual’s reading behavior and habit.In recent years,researchers have begun to pay attention to the impact of reading beliefs on parents’ participation and the literacy skills of children in the lower grades of primary schools,but there is still a lack of in-depth empirical research.The purpose of this study is to explore the influence of reading beliefs on parents’ participation and the literacy skills of children in the lower grades of primary schools,in order to provide theoretical support and practical guidance for promoting the improvement of children’s literacy.Through the methods of literature review,questionnaire survey and empirical research,this paper takes children and their parents in rural primary schools and urban primary schools as the research objects,and makes an in-depth analysis and discussion on the influence of reading belief on parents’ participation and the literacy skills of children in lower grades of primary schools,so as to better guide children to learn literacy skills more efficiently and in a more instructive way in the future reading teaching.In the first study,parents’ reading beliefs,parents’ participation and children’s reading skills of urban and rural primary school children in grade 1 and grade 2 were measured respectively,to examine the differences between urban and rural children in family literacy support and reading skills development,and to investigate the relationship between parents’ reading beliefs,parents’ participation and children’s reading skills.On the basis of study 1,Study 2 will further examine the predictive effect of early parents’ reading beliefs on family literacy participation and children’s reading skill development of urban and rural children through longitudinal tracking,and establish a causal relationship model of parents’ reading beliefs on parent-child reading participation and early children’s reading development.The results of Study 1 show that the reading beliefs,parental involvement and literacy skills of urban children are significantly higher than those of rural children.There is a significant positive correlation between reading belief,parental involvement and literacy skills.After controlling the influence of grade level and adding the mediating variable parental involvement,it is found that parents’ reading beliefs have a significant direct path to children’s literacy skills.Parents’ reading beliefs can significantly positively predict parents’ participation,and parents’ participation can significantly positively predict children’s literacy skills.Therefore,reading beliefs will influence children’s literacy skills through the mediating effect of parental involvement.In the second study,the predictive effects of the two measurements on the developmental relationship between reading belief,parental involvement and literacy skills of rural and urban children were investigated by tracking indicators of literacy skills,reading interest and reading behavior,as well as parental reading belief and parental involvement.The results show that,after controlling for general cognitive ability,early parental reading beliefs and parent-child reading status can predict the subsequent development of early childhood reading skills.There are significant pre-and post-test differences in these variables among urban and rural children.The reading beliefs,parental involvement and literacy skills of urban children are significantly higher than those of rural children.There is a significant positive correlation between reading belief,parental involvement and literacy skills.The educational level of parents indirectly affects the development of children’s language and reading ability by influencing parents’ early reading beliefs and parent-child reading status.This study also found that the influence of reading beliefs on parents’ participation and the reading and writing skills of children in the lower grades of primary school is mutually reinforcing and interactive.This indicates that parents and children can build better parent-child interaction and emotion through reading,and children can also identify with their parents’ education.Parents’ participation provides children with more family literacy resources and more psychological support,and parents’ active participation plays a crucial role in children’s reading.This study provides new empirical evidence to reveal the influence of reading beliefs on parents’ participation and the literacy skills of children in the lower grades of primary school.It emphasizes the close relationship between reading beliefs and family and school education,which helps to promote the cooperation between family and school and improve children’s reading and writing ability.Future research could further explore the formation mechanism of reading beliefs and how to use multiple interventions to improve the effects of reading and writing education at home and school.Therefore,it is necessary to strengthen parents’ belief in reading,enhance parents’ participation in reading activities and pay attention to children’s literacy skills development.