A Study On The Teaching Intervention Of First-grade Primary School Students With Reading Difficulties Under The Guidance Of Morpheme Awareness Cultivatio

Reading difficulties in the lower stages of primary school can seriously affect students’ overall learning and limit their overall development.At present,the cultivation of morpheme awareness is an important breakthrough point in the normalization teaching intervention of reading difficulties.Therefore,this study intends to select primary school students in grade one as the research object,design a teaching intervention program guided by morpheme awareness,test the results,and conduct preliminary application to explore new ways of morpheme awareness teaching intervention to solve reading difficulties.In the construction of the intervention plan for teaching morpheme awareness,starting from the four dimensions of morpheme awareness: morpheme awareness,homophone morpheme awareness,paramorpheme awareness,and paramorpheme awareness,clarify the steps and clarify the requirements to run through the case to present the plan and analyze the case.To investigate whether the intervention program can promote the development of morpheme awareness and the improvement of reading ability of lower primary school students.Therefore,this study selected 16 students with reading difficulties from the first grade students of L primary School in Wanzhou District,selected 8 students from Class A as the experimental group with reading difficulties,and 8 students from Class B as the control group with reading difficulties.Then,a pretest was conducted for both groups of students with reading difficulties.Through a pretest,the difference between the two groups of students with reading difficulties was analyzed.There was no significant difference between the experimental group and the control group in morpheme awareness,dimensions,and reading comprehension abilities,so they met the matching requirements.After intervention in morpheme awareness teaching for students in the experimental group with reading difficulties,post tests were conducted for students in the experimental group and the control group with reading difficulties.The comparative analysis of the pre and post tests of the experiment shows that the reading ability and morpheme awareness of the students in the experimental group have improved compared to the previous ones.A comparative analysis of the post test of morpheme awareness and reading ability between the experimental group and the control group showed that the students in the experimental group had higher reading ability and morpheme awareness,so the morpheme awareness teaching intervention had a promoting effect on the development of morpheme awareness comprehension ability of students with reading difficulties.According to the effectiveness of teaching intervention on morpheme awareness,first-grade Chinese teachers must attach importance to morpheme awareness education in teaching,and integrate morpheme awareness into teaching design.In the pretest of first grade students’ morpheme awareness,it was found that the development rate of each dimension of their morpheme awareness was different,with the rapid development of morpheme awareness and homophone morpheme awareness,but the development of homophone morpheme awareness and paraphone morpheme awareness was relatively slow.Therefore,it is necessary to strengthen the teaching intervention of homophone morpheme awareness and paraphone morpheme awareness.According to individual differences,language teachers need to deeply understand the causes of students’ reading difficulties in order to take targeted remedial measures for students with reading difficulties,thereby improving their understanding ability.