The Impact Of Sibling Literacy Participation On The Development Of Reading Skills Among Early Primary School Children In Rural Area

Based on the interaction theory,scholars such as Sénéchal put forward the family reading and writing model,and divided the reading and writing activities of parents and children in the family into two types: formal and informal.Existing studies have also found that formal and informal reading and writing activities participated by parents have a positive predictive effect on children’s reading literacy rate,but these studies tend to focus more on the influence of the main caregiver,such as father or mother,on children’s language and reading ability.However,it ignores the influence of family members other than parents on the development of children’s language and reading skills in multi-children families.In addition,most of the research on the development of Chinese children’s reading skills is based on subjects selected from cities,and there is a lack of investigations on children in rural socio-economic areas.Especially for families with many children in low-income rural areas,parents often go out to work because of family financial difficulties,resulting in a large number of children staying at home.Therefore,when these children are in a situation where there is a lack of parental literacy participation and school teachers are not able to provide systematic guidance,can other members of the family,such as their siblings,improve their language and reading skills? Further research is still needed to play a supporting role in the development.Therefore,this paper takes children in the first to third grades of a rural primary school in Gansu Province,my country as the research object,starting from two aspects of formal and informal participation in reading and writing of siblings,and combining the research methods of cross-section,follow-up and intervention,systematically examines the The Unique Effects of Sister Literacy Participation on the Development of Language and Reading Skills of Lower Grade Children in Rural Primary Schools in my country.Study 1 used a cross-sectional design to measure the family reading and writing environment(including the participation of parents and siblings in reading and writing)and various reading skills of 302 rural primary school children in grades 1-3,and examined the relationship between sibling participation and rural children’s language and reading The relationship between skill development(Study 1a)and the effect of stay status on this relationship(Study 1b).The results of study 1a found that:(1)there were significant differences in the three grades in the formal and informal reading and writing participation of parents and the informal reading and writing participation of siblings;(2)the informal reading and writing activities that parents and siblings participated in,The formal reading and writing activities participated by siblings and siblings were significantly positively correlated with children’s text comprehension ability;in addition,the informal reading and writing activities participated by parents were also significantly positively correlated with children’s phonological awareness and sentence comprehension.(3)After controlling the demographic variables of the subjects and the formal and informal reading and writing activities that parents participated in,the formal and informal reading and writing activities of siblings had no significant effect on the syntactic awareness,phonological awareness,and text comprehension ability of young children.have an independent interpretation.The results of study 1b found that there are significant differences in the development of vocabulary comprehension among second-grade children in different family types(non-left-behind> double-stay-behind > single-stay-behind).Conclusion of Study 1: In addition to parental participation,formal and informal reading and writing activities involving siblings are still closely related to the language and reading skills of young children;and the left-behind situation will also affect the vocabulary development of second-grade children.Study 2 followed the 86 first-grade children in Study 1 and their parents for one year to further examine the effect of early sibling literacy engagement on children’s subsequent development of language and reading skills.The results showed:(1)After a one-year interval,children’s language and reading skills at T2 were significantly improved compared with those at T1.(2)Parents’ formal reading and writing participation at T1 was significantly positively correlated with phonological awareness in the second grade(T2),and informal reading and writing participation was simultaneously negatively correlated with children’s word recognition skills.(3)After controlling the demographic variables of the subjects and the formal and informal reading and writing activities that parents participated in,siblings’ formal and informal reading and writing activities had a significant predictive effect on syntactic awareness at T2.Conclusion of Study 2: Siblings’ formal and informal reading and writing participation can independently predict children’s syntactic awareness one year later(T2).In Study 3,by means of intervention,30 children in the lower grades of rural primary schools were given an eight-week reading intervention with siblings,and compared it with 30 children who did not receive interventions who matched their age and reading level,and further investigated siblings.The role of inter-time reading and writing participation in promoting the development of rural children’s language and reading skills,and revealing the causal relationship between the two.The results found that: in terms of discourse comprehension,intervening storybook text comprehension,and intervening story vocabulary comprehension,the interaction effect of test time ×group was significant,and the post-intervention scores of the intervention group in the above tests were significantly higher than those before the intervention.score.Conclusion of Study 3: After the intervention,the reading interest and the understanding of the pinyin of the words in the intervention storybook of the intervention group were significantly improved compared with those before the intervention,and the intervention group’s understanding of the story text of the intervention storybook after the intervention also significantly better than the control group.In summary,based on cross-sectional,follow-up and intervention research evidence,we found that,in addition to parents’ participation in reading and writing,siblings’ participation in reading and writing can still affect the development of language and reading skills of children in the lower grades of primary schools in rural areas of my country;and this The research focuses on the influence of siblings’ participation in literacy,which theoretically expands the previous family literacy model that only emphasizes the role of parents’ participation in literacy,especially for multi-child families with less parental participation.Literacy engagement may provide an important underpinning for the development of children’s reading skills.