A Study On The Current Situation Of Reading Ability Of Third Grade Students In Elementary School

Reading is the core of learning a language and the foundation of other learning activities.Because of its unique charm,it establishes the home of the mind for every generation.With the deepening of economic globalization and the development of society,international competition is no longer limited to military and economic aspects;the competition between developed and developing countries is gradually changing to a shift in culture and education,and the level of reading ability is a significant marker of global competition.This shows that reading ability is one of the essential qualities necessary for modern citizens.Elementary school is a critical period in developing individual reading ability,and it is of great significance to pay attention to the development level of reading knowledge of primary school students in China.In this study,a combination of questionnaire and interview methods was used to investigate the current situation of reading among third-grade students in an elementary school in Shihezi.Specifically,the reading ability questionnaire was used to quantify the third-grade students’ reading scores in five dimensions: recognition ability,comprehension ability,perception ability,application ability,and evaluation ability,while the basic personal information of the study participants was collected to analyze further factors such as students’ reading ability and gender,an only child,and family reading conditions.Secondly,the problems of reading ability and their causes were further investigated based on the content of teachers’ interviews.Finally,based on the above study,suggestions for improving third graders’ language reading ability were made from three aspects: teachers’ reading teaching,school reading environment construction,and home reading education.The study found that third graders’ reading scores varied among individuals,and the differences in scores of different ability dimensions were obvious.The overall language reading ability of third graders was at an intermediate level.Students’ reading recognition ability was well developed but needed to be improved;basic ability was better than higher-order ability incomprehension,and evaluation ability was significantly lacking.The problems that emerge in the reading ability of third-grade students are mainly divided into three aspects: teachers’ reading classroom settings,school reading environment construction and home reading education.Teachers instruct too much and suppress children’s motivation;traditional teaching methods reduce children’s interest in reading.Reading activities do not cover all students;classroom library corner resources are not fully utilized.Parents are negligent in reading instruction outside of class;inappropriate education methods lead to children’s cognitive conflicts.Developing students’ reading ability requires consistent ideas and close cooperation between schools,teachers and families.Therefore,to address the problems of third-grade students’ language reading ability,teachers should study reading teaching and build academic classes.Schools should organize reading activities to focus on all students and construct bookish campuses,and parents should pay attention to parent-child reading and reasonably build literary families.From the three aspects of teachers,schools and families,corresponding changes can improve students’ reading ability.This study attempts to make practical suggestions for developing third-grade students’ reading skills from three perspectives: teachers,schools and home education.