Factors Influencing The Development Of Chinese Reading Among Primary School Student

The reading component model is a new theoretical model that explains the factors that affect children’s reading.It is believed that the factors that affect children’s reading are mainly composed of the verbal cognition domain,the psychological domain,and the ecological domain.There are different elements in each field.The model can explain the influencing factors of English reading,but whether the model can also explain the influencing factors of Chinese reading for primary school students has not been uniformly concluded.What is the relationship between this model and Chinese children’s reading?Is there a development difference between different grades on the model?Are reading difficulties children deficient in all three areas of the model?Can this model better explain the phenomenon of reading backwardness in school education?Will the results be more instructive for school education intervention?None of these issues has been uniformly argued.Based on this,this study selects different measurement indicators in the verbal cognition,psychological and ecological to exploration.This study consists of three parts:Study 1:243 students from Grade 4 to Grade 6 in a primary school in Xi ’an were investigated to word recognition,linguistic comprehension,morpheme awareness,reading motivation,perceived teacher expectancy,family reading environment,through confirmatory factor analysis,correlation analysis,structural equation model and regression analysis to explore the explanatory of the model on the influencing factors of primary school students’ Chinese reading and its relationship with Chinese reading.The results show that the model can explain the influencing factors of elementary school students’ Chinese reading.Among them,the verbal cognitive domain has the closest relationship with Chinese reading,followed by the ecological domain,and the psychological domain has the least influence on Chinese reading.Study 2:243 students from Grade 4 to Grade 6 were investigated to word recognition,linguistic comprehension,morpheme awareness,reading motivation,perceived teacher expectancy,family reading environment.One-way analysis of variance was used to explore the development characteristics of the model at different ages.The results show that there are significant grade differences between the verbal cognition and ecological domains of the model,and there is no significant difference between the psychological variables.Study 3:35 reading difficulties children and 33 normal students were investigated to word recognition,linguistic comprehension,morpheme awareness,reading motivation,perceived teacher expectancy,family reading environment.Two-factor analysis of variance and Univariate multivariate analysis of variance were used to explore the development characteristics of reading difficulties children on the model.The results show that there are differences in the three domains of the model.In the verbal cognition domains and ecological domains,all elements lag behind normal children significantly.In the psychological domains,perceived teachers expect significantly behind normal children.In summary,the reading component model has a certain degree of applicability in explaining the influencing factors of primary school students’ Chinese reading.There are differences in the relationship between the three fields and Chinese reading,and the development of this model is different in each grade.The reading development of reading difficulties children in reading will also be affected by the various elements in the model.