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s needed by society orconsidered valuable by individuals.According to PISA(2018),reading literacy is“the abilityto realize one’s goals,develop one’s knowledge and potential,and participate in socialactivities through the understanding,using,assessing,reflecting and writing of texts”.Somescholars further put forward that reading literacy was a hidden asset for students’lifetime use(Chen&Wang,2014)while some scholars even claimed that reading literacy was the basicability of modern citizens(Chen,2011).

On the basis of the researches abroad,domestic researchers have further studied thecomposition of reading literacy.Wang and Chen(2016)put forward the framework ofEnglish reading literacy of primary and secondary school students in China.As Fig.2-1shows,reading literacy includes reading ability and reading character.Reading ability consistsof decoding ability,language knowledge and reading comprehension as well as culturalawareness while reading character is composed of reading habits and reading experience.

2.2 Previous Studies on Reading Character at Home and Abroad

With the increasing influence of PISA and PIRLS,there are more and more studies onreading literacy and reading character at home and abroad.

2.2.1 Previous Studies on Reading Character Abroad

The studies on reading character abroad are mostly related to reading literacy.Amongthe studies,the Assessment systems,the influential factors and cultivation strategies of readingliteracy are the main focus.

There are three authoritative reading assessment programs related to reading literacy at the international level including PISA,PIRLS and NAEP.PISA stands for the Program forInternational Student Assessment while PIRLS stands for Progress in International ReadingLiteracy Study,and NAEP means National Assessment of Educational Progress.In the studyof the international reading assessment project,foreign researchers mainly focus on theperformance of the reading literacy of their own country,and put forward suggestions for thecultivation of reading literacy or policy adjustment based on the performance.

Many studies focus on the influential factors of cultivating students’reading character.Many empirical researches have indicated that students’reading motivation,including readingengagement and reading confidence,has a great impact on reading literacy(Mudrak et al,2020),which suggests that teachers should design some interesting and meaningful activitiesto make students engage themselves in reading and facilitate them to experience more positivereading enjoyment to improve reading character.Another proof can be found in the researchconducted by Qi(2021)who confirmed that the pleasure of reading could affect theimprovement of reading literacy,indicating that teachers could design interesting activities tofoster students to experience the pleasure of reading.Mills and Jennings(2011)also figuredout that primary school students’reading engagement,reading motivation,and self-reflectioncould be improved through literary circle reading.Another study showed that students whohad a positive reading motivation and high self-confidence in grade 4 could have betterreading literacy in grade 6(Netten,Droop&Verhoeven,2011).Besides classroom reading,asVan and Bosker(2014)posited,extracurricular reading was also crucial to students’readingcharacter.Thus,teachers can make good use of classroom reading teaching本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。