Study on the Guidance Strategies of Children’s Leveled Reading in Chinese from the Perspective of Cognitive Development

Abstract

Abstract: Reading levels help to develop children’s ability of independent reading. Through the analysis of the conceptual connotation of reading levels and the interpretation of the theory of children’s cognitive development, the paper describes the main characteristics of children’s reading development stages, discusses the guiding principles of children’s reading levels, and promotes the improvement of children’s independent reading ability by improving the design of reading levels. The essence of reading level is one kind of reading guidance strategy, which can be summarized into three aspects: (1) Child is the reading subject, and independent reading is the goal of children’s leveled reading; (2) We should balance reading cognition and emotional experience based on child cognitive and psychological development stages, and then divide children’s reading development stages into 5 levels, covering 0-12 years old; (3) “Significant Others” plays an important role in reading level guidance. Parent-child reading is dominant in early reading. Peer reading is more acceptable in primary and junior high school. As a special type of “Significant Others”, library not only undertakes the function of reading service, but also plays a role of social support. It plays a more extensive role of “Significant Others” in children’s reading level guidance.

Yuan Xilin, ( Southeast University Library, School of Economics & Management, Southeast University). Study on the Guidance Strategies of Children’s Leveled Reading in Chinese from the Perspective of Cognitive Development[J]. Libraly Journal, 2023, 42(387): 62-69.

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