Effectiveness of CIRC to Enhance Chinese Reading and Writing Skills for Grade 3 Primary Students in Liuzhou City, China

Abstract

Cooperative integrated reading and composition (CIRC), as a technology of cooperative learning, has attracted widespread attention from researchers both domestically and internationally. This study is based on the application of CIRC technology in the teaching of Chinese reading in lower grades of primary school, and explores the value of CIRC technology in improving primary school students' Chinese reading and writing skills.

This research aimed to enhance students' academic performance through CIRC teaching Specifically, this study was attempted to compare students' reading and writing performance before and after CIRC teaching Accordingly, this research objectives are: 1.Can the application of CIRC in primary school Chinese reading teaching improve students' reading skills.2. Can the application of CIRC in Chinese reading teaching improve primary school students' writing skills.

The research methodology that has been applied is: 1. Literature method. Summarize literature on cooperative learning, CIRC, reading and writing teaching, summarize the characteristics and shortcomings of existing research, and propose the issues of this study. 2. Test method. Develop a test paper to test the reading and writing skills of the participants in the experimental class involved in this study. The test scores reflect the level of students' reading and writing skills. 3. Experimental method. Using a single group pre - post test experimental method, an experiment was conducted in a third grade class. The experiment was conducted using CIRC teaching for two and a half months to explore the impact of CIRC teaching on the improvement of reading and writing skills in primary school students.

The conclusions of this study are as follows: 1. After two months of the CIRC experiment, there were differences in the pre - post test scores of students in the experimental class in the recognition, evaluation, and transfer dimensions of reading skills, and the post test scores of the three dimensions were significantly higher than the pre test scores (t=-2.31, -5.04, -6.70, all p

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