The Effects Of Low Family Social Economic Status On Reading Comprehension Ability Of Primary School Students:Mediating Effect And Intervention Of Metacognition

Family social economic status affects children's cognitive development.There is a significant positive correlation between family social economic status and metacognition.The influence of family social economic status on children's reading achievement is long-term,continuous and significant,and it has a profound influence on their future growth.Metacognitive activity is a crucial element in reading and a precondition of reading comprehension.Therefore,metacognitive intervention can improve students' reading ability and language acquisition ability,and can effectively help students achieve knowledge reserve and ability formation through reading.Moreover,primary school is a critical period for metacognitive development in the field of reading comprehension.Metacognitive training for primary school students can effectively improve their metacognitive level and reading comprehension.In order to understand the metacognitive level of contemporary rural primary school students in grades 3-5,explore ways to improve it,and provide constructive ideas for the improvement of metacognitive level,a total of 495 primary school students in grades 3-5 of a rural boarding primary school in Minqin county,Gansu province were randomly selected as subjects by means of cluster sampling.Children metacognition questionnaire,family economic questionnaire and reading comprehension test were used to investigate the metacognition level,family economic status and reading comprehension ability of the subjects.Furthermore,the group guidance of primary school students' reading metacognition training was used to carry out group intervention on the metacognition of rural primary school students in grade 3and 4,so as to explore the ways to improve the metacognition of this group.In this study,we first made descriptive statistics,correlation analysis and AMOS structural equation model for 430 valid questionnaires,and discussed the overall level of metacognition of rural primary school students in grades 3-5,the relationship between family social economic status,metacognition and reading comprehension ability,and the mediating effect of metacognition between the two.Then 109 group members were selected from the students surveyed in the rural boarding primary school,and the experimental group and the control group were set up seperately.The experimentalgroup received 80 minutes of reading metacognition training group guidance once a week for 8 weeks,with a total of 16 class hours.The control group participated in reading according to the traditional teaching method.In the process of combining with the concept of metacognition,the title of the questionnaire of children metacognition questionnaire and 3-5 grade language teaching material,develop intervention plans,use of members of the group guidance technology intervention metacognition,and before and after the intervention of members metacognitive level and reading comprehension ability was tested,covariance analysis and independent sample t-test is used to data processing,the results showed that:(1)There were significant positive correlations between family socioeconomic status,metacognition and reading comprehension ability of rural primary school students in grades 3-5.(2)Metacognition plays a partial mediating role between family social economic status and reading comprehension ability.(3)The group guidance of reading metacognition training is helpful to improve the metacognitive level,reading comprehension ability and all dimensions of reading comprehension ability of the primary school students in the third and fourth grade of rural families with low socioeconomic status and low metacognitive level:after 8weeks of group counseling for reading metacognition training,the metacognition level of the experimental group was significantly improved compared with that before 8weeks,excluding the influence of pretest,grade,age and other factors.Due to the improvement of metacognition level of the experimental group,the reading comprehension ability and the level of each dimension of reading comprehension ability have also been significantly improved.To sum up,family social economic status is an important factor affecting the metacognitive level and reading comprehension ability of rural primary school students in grades 3-5.Family social economic status can positively predict the metacognitive level and reading comprehension ability of rural primary school students in grades 3-5.Metacognition plays a part of mediating role between family socioeconomic status and reading comprehension.The group guidance of reading metacognition training is effective and helpful to improve the metacognitionlevel,reading comprehension ability and all dimensions of reading comprehension ability of grade 3 and 4 rural primary school students.