Children fully feel all kinds of words, languages and text forms in reading activities. In the process of reading, children's reading comprehension ability is gradually enhanced, and in the process of getting familiar with and understanding reading materials, they gradually develop sensitivity to language symbols, which further enhances their reading comprehension ability and forms a winning cycle.
The latest research results of brain science show that in the first six years of children's life, the brain grows rapidly and receives all kinds of information from around, about 80% of which is obtained through vision, so visual stimulation is very important for the development of children's optic nerve network. As a visual stimulus, early reading is the best stimulus for children's brain development. They play a positive role in promoting the development of children's visual ability, auditory ability, observation ability, thinking ability, imagination and understanding. They are the best way to develop brain nerve tissue and the foundation of children's intellectual development. The research of pedagogy and psychology also shows that children's reading ability has the greatest influence on the development of cognitive ability, especially the early reading ability of 0-6 years old, which affects children's future learning ability.
And the level of the key.
As early as 1950s, American scholars found in their reading research of 6-year-old children that children with certain reading ability are often hungry for knowledge. Through early reading, children's interest in reading is greatly stimulated and their language ability is continuously improved.
1970, at its 16 session, UNESCO decided to designate 1972 as the "International Year of Books", aiming at vigorously promoting reading activities and pushing the society to develop into a reading society. "Since then, children's early reading has been implemented as an important educational project, and various countries have put forward a series of principles and policies to support this activity. Including increasing the allocation of educational resources, building libraries extensively, integrating school resources, re-educating teachers, increasing funding, providing early reading education services for families, jointly establishing transnational reading education service groups, and publishing a large number of children's books. In addition to these hardware support, we also attach great importance to the research of children's reading, and the research on how to really improve children's reading skills is quite active, and some influential research results have been achieved. These achievements include PQ4R, the most effective method to help children understand and remember, which was put forward by Thomas and Robinson, the cognitive psychologists mentioned earlier. Because this method was put forward by 1972, it was highly respected at that time. PQ4R method includes six procedures: preview, questioning, reading, reflection, recitation and review, which effectively helps children understand and memorize reading materials.
At the same time, in the United States, the federal government launched a large-scale research project-Follow-through Plan to determine which teaching method or model can best help learners develop and progress. This plan includes a cognitive conceptual model, which emphasizes that the learning process is more important than the learning content; An emotional model that emphasizes self-esteem, curiosity and perseverance. In the research report, it is also pointed out that reading, speaking, drama teaching and writing activities can be used in kindergarten classes to cultivate children's reading and writing ability and let children read and explore books.
In 1983, psychologist Whitehurst discovered a common reading method, called dialogue reading, which is very effective in improving children's reading and language ability. The most basic reading method of conversational reading is "point-to-point" communication, which is conducted by children and adults in pairs and keeps a short conversation. Adults prompt children to say what is in the reading material and evaluate their answers. They can also add appropriate information or re-describe them in a clearer way to supplement their answers. Then ask some questions to see if the children can learn something from the new description. This method follows the idea that reading is a dynamic process, and there are multiple dialogue modes among children, adults, reading materials and authors of reading materials, which is a dynamic process of ideological exchange and soul collision. So questioning dialogue should be a reading strategy. In fact, as early as the ancient Greek era, Socrates, a famous philosopher and educator, once said, "There is no formula that can improve communication ability and inspire thinking ability more than the dialogue between teachers and students." It can be seen that in reading, dialogue strategy is very worth promoting. From 65438 to 0989, William Tell and Elizabeth Salz proved through experiments that children's early reading experience can promote their oral ability, especially the growth of vocabulary and the mastery of complex grammatical structures, and proved that early reading experience is related to the success of children's academic performance after entering primary school. Harvard University's follow-up study on the reading ability of children aged 3- 19 also shows that the establishment of early reading behavior, including motivation, interest, habits and methods, is an important indicator of the future development of reading ability of the expected subjects. At the end of the 20th century, from 65438 to 0998, Grant Wiggins and Jay Mitterfield in the United States began to advocate an early education curriculum, called "reading and writing bud". Germination of Reading and Writing reveals that the acquisition of reading and writing ability is a process of continuous development, starting from a very young child. "Reading and writing sprout" implies that there is no clear boundary between reading and pre-reading, which is different from other theories about reading ability acquisition.
In China, starting from 1990, the research group with professors Shu Hua and Wu Xinchun from the School of Psychology of Beijing Normal University and professors Anderson and Li Wenling from the Reading Research Center of the University of Illinois in the United States as the core compared the reading level of children in China and western developed countries, and made an in-depth analysis of the early reading situation in China. According to the report, American children enter the stage of independent reading after the age of 4, while China children can only reach this level at the age of 8 (the second grade of primary school) on average.
With the promulgation of the new educational policy and the liberation and reform of ideas in the field of preschool education, early reading has gradually attracted public attention in China. Zhou He, the head of the pre-school graded reading program of the Ministry of Education, believes that children who grow up on the basis of reading have strong memory and discrimination, stable emotions, and are more likely to be affirmed and recognized by the outside world and more likely to be cared for. A series of books published by Zhejiang Children's Publishing House, The Must-read Stories for Good Babies' Growth, suggest that children's growth comes from reading.
Not only the education sector has high hopes for early reading, but also the government's policy support is an indispensable force. As early as 1970, UNESCO decided to designate 1972 as the International Year of Books, aiming at vigorously promoting the positive role of reading, encouraging people to develop good reading habits and building a "reading society". Subsequently, countries all over the world responded in succession, and almost all educational reforms focused on promoting reading atmosphere and improving people's reading ability. 1982, UNESCO issued a call to the whole world to "go to the reading world", requiring all members of society to read. Since then, some developed countries in the world have shifted the focus of children's intellectual development to the cultivation of reading ability. In the blueprint for education reform promulgated after taking office, US President Bush declared: "Too many of our children can't read. Reading is the cornerstone of architecture and must also be the foundation of our education reform. " Mrs. Bush, who often participated in promoting children's reading movement, also led a project called "Reading for Reading, Preparing for Learning". Many countries also put early reading in an important position in the field of preschool children's language education when revising and promulgating kindergarten education syllabus or guiding outline. For example, Canada's kindergarten education syllabus divides language into four parts: oral communication, reading, writing and understanding media materials, and clearly emphasizes the importance of cultivating children's reading and writing skills. The outline also has detailed requirements for reading content. In addition to often guiding children to read books and materials, they are also required to read product labels, life markers and various symbols around them. The requirements of writing materials also encourage diversity. Besides writing on paper, children are encouraged to write on the blackboard, floor and computer.