FACTORS INFLUENCING THE DEVELOPMENT OF CONSCIOUS READING IN PRIMARY SCHOOL STUDENTS

This article investigates the multifaceted factors influencing the development of conscious reading skills among primary school students. Conscious reading is conceptualized as an integrative literacy competence encompassing decoding accuracy, comprehension, critical reflection, and metacognitive regulation. Drawing on international research trends and the Early Grade Reading Assessment (EGRA) framework, the study examines pedagogical, cognitive, socio-cultural, and institutional factors shaping early reading development. A mixed-methods research design was employed, involving EGRA-based diagnostic assessments, classroom observations, teacher questionnaires, and semi-structured interviews. The findings demonstrate that systematic instruction, teacher professional competence, formative assessment, and family literacy environments significantly affect students’ conscious reading outcomes. The study offers evidence-based recommendations for improving primary reading instruction and aligning national practices with global literacy standards.本研究探讨影响小学生有意识阅读（conscious reading）能力发展的多维度影响因素。有意识阅读被定义为一种综合性读写素养能力，涵盖解码准确性、阅读理解、批判性反思与元认知调控四大维度。本研究借鉴国际研究趋势与早期年级阅读评估（Early Grade Reading Assessment, EGRA）框架，对影响早期阅读发展的教学、认知、社会文化与制度层面因素展开分析。本研究采用混合研究设计方案，涵盖基于EGRA的诊断性评估、课堂观察、教师问卷与半结构化访谈等研究方法。研究结果显示，系统化教学、教师专业素养、形成性评估以及家庭读写环境，对学生的有意识阅读能力表现具有显著影响。本研究为优化小学阅读教学提供循证建议，并为推动国内实践与全球读写素养标准接轨提供参考。