Abstract
Based on the individual case of a Nu Ethnicity Village in Yunnan Province of China, this paper used the philosophy and methods of Reflection-Action to unfold a practical research meant to promote the development of early reading ability of Nu Ethnicity’s children. This paper consists of three major sections: the first section is about the researchers gaining knowledge about the level of Nu Ethnicity’s children’s early reading ability through questionnaire survey; in the second section, using the philosophy of Reflection-Action, the researchers unfolded a two-year-long practice of promoting the early reading ability of the Nu Ethnicity’s children in Laomudeng Village; finally, based on the practical research, this paper concluded some experience that is worth spreading and taking reference from.
Highlights
According to the researches of some western scholars, early literacy is an important influencing factor for the success or failure of pre-school age children after entering into primary school
“poor children or minority children in the complicated world of various dialects may be better at narrative structure and inferential capacity and may have more skillful syntax
The restrictive codes refer to pure forms consisting of many words
Summary
According to the researches of some western scholars, early literacy is an important influencing factor for the success or failure of pre-school age children after entering into primary school. To alter the status of the academic failure of minority children, it is very important to realize equal education and improve the reading and writing abilities and comprehension of abstract languages of minority children. More and more scholars prove through researches that the development of reading and writing in early childhood is vitally important for the academic success of children in school and for their achievement in the future. Chinese government has not launched national assessment of literacy programs, but some scholars have found in researches that weak comprehension of Chinese language is the first to blame for the academic failure of students of Ethnicity Lahu [5]. The lack of training on early reading ability of Chinese language hinders their comprehension of textbooks, and discourages their motives and abilities to learn
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