Research On The Influence Of Self-reference Effect On Reading Comprehension Of Children Aged 5-6

Reading is an important source of knowledge and information,and also an important way of learning.Reading comprehension is an essential core experience in the development of children’s early reading and writing ability.It can predict children’s future academic achievements in reading,writing and mathematics after entering primary school.Children aged 5-6 are faced with the problem of children’s connection,so it is of great value to explore feasible ways to improve children’s reading comprehension ability at the age of 5-6.Through sorting out the literature,it is found that self-reference effect can promote learners’ mastery and memory of reading materials,and children aged 5-6 have also clearly shown self-reference effect.Based on this,this study focuses on the issue of "whether self-reference effect of children aged 5-6 has a positive impact on their reading comprehension".First of all,in order to select the self-reference effect paradigm suitable for children aged 5-6 years old to read,this study combined different experimental paradigms with reading materials in the pre-experiment.Through the analysis of the results of children’s reading comprehension test after reading,it was found that the effect of face recognition paradigm on reading comprehension performance was better than the ownership paradigm,so the face recognition paradigm was combined with picture book materials to expand the subjects,Further analyze the influence of self-reference effect on children’s reading comprehension.The study found that the self-reference effect improved the overall level of reading comprehension of children aged 5-6 years,and significantly promoted children’s understanding of explicit and implicit information;The self-reference effect promotes the understanding of explicit information more than that of implicit information;In the dimension of explicit information,self-reference significantly improved children’s understanding of characters,behavior performance,turning events and story ending,but it did not significantly promote the understanding of story background;In the dimension of implicit information,self-reference significantly improved children’s understanding of causal inference,character emotion,plot prediction and story theme,but did not significantly promote the understanding of character dialogue;There is no significant gender difference in the effect of self-reference on children’s reading comprehension at the overall level,but the self-reference effect improves boys’ reading comprehension performance to a certain extent,and changes the phenomenon that girls’ performance on specific items is generally higher than boys’.Based on the results of this study and children’s reading performance,the corresponding educational suggestions are put forward: integrate self into the reading process and use memory advantages to improve children’s understanding level;Enrich background knowledge and personal experience,and train children to understand deep information;Choose personalized stories that fit life and attract children’s attention to the greatest extent.