An Interventional Study Of Group Work On Improving Reading Literacy Of Rural Lower Grade Children

In recent years,"national reading" has been mentioned several times in government reports to promote the integration of urban and rural public cultural services.However,rural education is in a weak position in the national education system,and its tendency of urbanization has intensified the injustice faced by rural education.The difference in reading resources leads to a huge gap between urban and rural children in knowledge and vision.Rural children are the main group of reading in rural areas,and children in low school level are the early stage and key stage of improving reading literacy.Social work has professional advantages in improving reading literacy of children in low school level,aiming at stimulating their inner ability and building a good reading ecology.Therefore,it is of great significance to use the theories and methods of social work to improve the reading literacy of rural children.Using the perspective and method of ecosystem theory and social support theory,this study mainly adopts the group work method to intervene in the improvement of reading literacy of children at low school level.Before the implementation of group activities,the author learned about the current situation of reading literacy of children at low school level in the community through questionnaires and interviews,and analyzed the needs of children in improving reading literacy.Based on the needs for improving reading literacy of children in lower grades,the group objectives were determined and six sessions of reading literacy group activities were designed.In the early stage of the group,the co-reading of picture books can stimulate reading motivation and guide the establishment of reading habits.Long story reading and contrast reading began in the middle of the group to enhance children’s reading ability.The group consolidated the reading results by discussing the whole book theme in the later stage.After the group,the author evaluated the changes and progress of the group members’ reading literacy before and after the group intervention by means of reading literacy scale measurement and parent satisfaction assessment,summarized the group experience and reflected on the problems.Based on the reflection and demand analysis of group work,the author conducted out-of-group intervention for special group members,children’s families and community space to strengthen the effect of group work and promote the improvement of reading literacy of children at low school level.Finally,this study was summarized and corresponding countermeasures and suggestions were put forward.This study has the following findings: first,the professional value concept of social work can enhance children’s reading motivation and autonomy;Second,the group work method focuses on the construction of children’s reading ability and the establishment of social support network,which promotes the improvement of reading literacy.The third is to strengthen family reading education and community reading environment shaping,to build a good ecology for improving reading literacy.There are also some problems in this study,such as the lack of social workers’ own ability,the lack of continuous effectiveness of group activities and the limited reading resources in rural communities,which are also problems that need to be further discussed and solved in the follow-up research.