If a child falls in love with reading, it is certainly a gratifying thing.

If a child doesn't like reading, it is certainly a headache.

Why happy and headache? Because both teachers and parents know that reading is the main means to acquire knowledge, and reading plays an extremely important role in children's growth.

So, why do children show such a big difference in reading? Because each of them has a different reading ability.

Practice at home and abroad has proved that reading ability is the most important ability in Chinese ability and the basic quality of modern people, and reading ability is learning ability.

However, the current situation is that the connotation of children's reading ability is not clear enough, which is manifested in the unclear goal in reading teaching, the reading content is far from children's life, the reading method is not systematic enough, and children's reading ability is generally not high. In the quality inspection organized by the Ministry of Education, children lose the most points in this part.

Do we need to think calmly: what is the connotation of reading power? How can we improve children's reading ability?

About reading ability, programme for international student assessment defined it as follows:

"The ability to understand, use and reflect on written words aims at achieving personal goals, developing personal knowledge and potential, and participating in society."

In PISA's definition of reading ability, reading ability is subdivided into three different levels: understanding, application and reflection. At the same time, when PISA defines reading ability, it pays special attention to the actual function of reading ability, which shows obvious social orientation. It regards reading as a social activity.

Relevant research institutions in Taiwan Province Province believe that reading ability has eight indicators:

Identify the details, read the main idea, arrange them in order, identify the cause and effect, predict the plot, draw inferences, draw conclusions and think critically. On the other hand, the research group "Establishing the Analysis, Feedback and Guidance System for the Academic Quality of Primary and Secondary School Students in Jiangsu Province" put forward four indicators of reading ability: the overall perception ability, the ability to extract information, the ability to form explanations, and the ability to make rational use of information and make evaluations.

"Close to the mother tongue" holds that children's reading ability should be the ability to perceive, understand and use texts. Specifically, children's reading ability should include the following abilities: the ability to extract information; Reasoning and explanation ability; Overall perception ability; Evaluate appreciation ability; Ability to connect and use.

Ability to extract information: the ability to extract relevant information from text.

Can directly extract the stated information from the text;

Can extract implicit information from the text;

Can extract information from multiple paragraphs;

Can extract multiple information from the text and summarize it simply;

Can extract information from multiple paragraphs and make a simple comparison.

Reasoning and explanation ability: able to use text information to make reasonable explanations on related issues.

Infer and explain the contextual meanings and functions of important words;

Infer or predict the result;

Infer or draw a conclusion;

Infer the order of writing.

Overall perception: Have an overall sense of the content, theme and writing object of the text.

Perceive the theme of the text as a whole;

Perceive the main content of the text as a whole;

Perceive the writing object of the text as a whole.

Evaluation and appreciation ability: to judge, evaluate and appreciate the value, theme, structure and expression of the text.

Perception (nature, society, life);

Experience situations and details;

Evaluate the image;

Taste language, structure and expression;

Criticism and reflection.

Ability to use connection: Can reasonably use text information to solve problems in life.

The connection and application with the text;

The connection and application with life.

In order to improve children's reading ability, the near-mother tongue research group has compiled a series of reading ability tests according to the elements of children's reading ability. However, testing is not an end. It is our original intention to let children learn to read and improve their reading ability in an all-round way in effective tests.

This series is for grades one to six, one volume per year, and each grade is divided into the first volume and the second volume. Each volume contains 16 readings. In addition to highlighting literary works suitable for children to read, such as children's songs, children's poems, fairy tales, fables, myths and legends, folk stories, children's essays, children's novels, etc., reading materials in practical styles have also been added, mainly including speeches, news reports, argumentative papers, expositions, etc. Especially at the end of each book, there are some reading materials in children's life situations, such as bus signs and medicines. This paper comprehensively examines children's reading ability in three reading situations: "reading for information", "reading for literary experience" and "reading for task", trying to help children solve problems in real life through reading. Each reading material revolves around the above five goals, combines the age characteristics of young children, and prepares topics according to the requirements of curriculum standards. There are 4-6 thinking questions after each material, including multiple-choice questions, true or false questions, fill-in-the-blank questions, short-answer questions, etc.

In order to cultivate children's good reading habits and improve their reading literacy, the author of the series also introduces some basic stylistic knowledge, literary knowledge and common reading methods to children in the form of reading tips. It should be noted that the introduction of these knowledge and methods is gradually deepened with the growth of grades.

In addition, in order to stimulate children's interest in reading and reflect the reading "test" function, the author of the series designed a reading ladder game at the back of each book according to the reading points. After completing the test questions, children can test a few stars by themselves in the form of games, and finally give an objective evaluation of their reading level.

Reading ability is learning ability. The cultivation of children's reading ability is not a matter of one day, nor is it a matter of a certain department or family. In a sense, this is a major event of the whole society and a long-term project. This set of books carefully compiled by us is just a ladder, which will lead children to by going up one flight of stairs, and at the same time exercise and strengthen their strength, so that they can climb higher and see farther on the road of reading!