| In 2015,domestic scholars introduced "reading literacy" into the field of English teaching for the first time,and included "reading ability" as the key content in its connotation.Reading literacy includes not only the abilities required by students to read,but also the basic literacy required to promote the comprehensive development of people,which is highly consistent with the core literacy advocated in “The English Curriculum Standards for Compulsory Education”(2022 Edition).At the same time,the curriculum standard also points out that in addition to using traditional reading skills,students should also be trained to "observe" the graphs,tables,animations and symbols in multimodal discourse to gain meaning.However,teachers still need to further understand the importance of English reading literacy for students’ development and clarify the value of cultivating students’ "observe" language skill in teaching.Therefore,with picture-book as the carrier,the researchers explain the rationality,operation process and principles of three different picture-book reading modes,hoping to explore the influence and differences of different picture-book reading modes on reading literacy of junior English learners through experiments.Based on multimodal discourse analysis theory,intertextuality theory,production-oriented approach and language-matching input hypothesis,this study adopts educational experiment method,testing method,corpus analysis method and so on as research methods,and adopts research tools such as English reading ability test paper,the questionnaire of reading personality and interview outline.A two-month experimental study was conducted on 152 students in Grade one in Y Middle School,M City.This study mainly explores four questions: First,what is the impact of PRO mode of picture-book reading on the reading literacy of the subjects? It mainly includes two sub-questions: What is the impact of PRO mode of picture-book reading on the reading ability and reading character of the subjects? Second,what is the impact of PRNR mode of picture-book reading on the reading literacy of the subjects? It mainly includes two sub-questions: What is the impact of PRNR mode of picture-book reading on reading ability and reading character of subjects?Third,what is the impact of PRCOA mode of picture-book reading on the reading literacy of the subjects?It mainly includes two sub-questions: What is the impact of PRCOA mode of picture-book reading on the reading ability and reading character of the subjects? Fourthly,what are the differences among PRO,PRNR and PRCOA modes on the reading literacy of the subjects? It mainly includes two sub-questions: what are the differences among PRO,PRNR and PRCOA modes on the reading ability and reading character?The findings are as follows: First,the PRO mode of picture-book reading has a certain positive impact on the reading literacy of the subjects,which is embodied in two aspects:1.Under the PRO mode,the reading ability of the subjects has been improved significantly,with the mean of-4.72 and the significance of 0.000.2.The reading character of the subjects in the PRO mode has been significantly improved,with the mean of-11.08 and the significance of 0.016.Second,the PRNR mode of picture-book reading has a positive impact on the reading literacy of the subjects,which is embodied in two aspects: 1.Under the PRNR mode,the reading ability of the subjects has been improved,the mean difference between the pre-test and post-test is 7.60,and the significance is 0.000.2.Under the PRNR mode,the reading character of the subjects has been significantly improved,and the mean difference between the pre-test and post-test is 19.65,with a significance of 0.000.Third,the PRCOA mode of picture-book reading has a positive impact on the reading literacy of the subjects,which is embodied in two aspects: 1.Under the PRCOA mode,the reading ability of the subjects has been improved significantly,and the mean difference between the pre-test and post-test is 10.35,and the significance is 0.000.2.The reading character of the subjects has been significantly improved,and the mean difference between the pre-test and post-test is 27.20,with a significance of 0.000.Fourth,there are differences in the impacts of the three picture-book reading modes on the reading literacy of the subjects,which are embodied in two aspects: 1.In terms of reading ability,PRCOA mode had the most significant effect,followed by PRNR and PRO.Specifically,PRNR mode has the most significant effect on language knowledge,while PRCOA mode has the most significant effect on cultural awareness.2.In terms of reading character,PRCOA mode is significantly better than PRNR mode,and PRNR mode is significantly better than PRO mode.Specifically,PRNR mode has the most significant effect on the improvement of reading habits,while PRCOA has the greatest effect on reading experience.Based on the influence of the three picture-book reading modes on the reading literacy of the subjects and the degree of significance,the researcher explores the reasons why PRNR mode has a positive effect on the language knowledge and reading habits of the subjects.It is believed that the experimental texts of PRNR mode are correlated in the aspects of theme,content,structure and language,which enhances the subjects’ familiarity with the target text.Thus,the cognitive processing ability of the subjects is implicitly developed.The researcher has also explored the reasons why the PRCOA mode has a positive impact on subjects’ cultural awareness and reading experience.It is found that the PRCOA mode mainly plays a role in two aspects: firstly,the design of output activities is conducive to the mobilization of positive emotions and the extraction of existing knowledge,strengthening their experience;Secondly,it is conducive to promoting the occurrence of positive behaviors among participants and promoting their awareness.Based on the results and the analysis of the reasons for the influence of different modes on different aspects of reading literacy,the researcher puts forward the following two teaching suggestions for junior high school English reading teaching: First,teachers should follow the principle of consistency between the comprehensibility of picture-book and students’ cognitive level,and give play to the advantages of picture-book in cultivating students’ reading literacy.Second,teachers should reasonably choose the PRO,PRNR and PRCOA picture-book reading modes according to the learners’ differences,so as to promote the comprehensive development of students’ reading literacy. |
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