Correlation Analysis between Early Reading Amount and Expressive Ability of Young Children Aided by Multiple Information Processing Techniques under the Heuristic Pattern

Abstract

The cultivation of reading ability runs through a child’s life. Children are in a critical period of early reading ability formation. Only based on the actual development characteristics of children and adopting effective training methods, can early childhood educators better meet the needs of children’s long-term development. Based on the data of 22 classes in 7 public kindergartens in X City in Mainland of China, this study first compared the effects of two different teaching modes and then analyzed the relationship between early reading amount and expressive ability of children. Independent sample T test, OLS regression, and Lasso regression were used to demonstrate the correlation between early reading amount and expressive ability, and the possible mechanisms of family background are also explored. The results show the following: firstly, heuristic teaching mode has positive teaching effect. The effect quantities of heuristic teaching mode on transmission ability, communication ability, transfer ability, and generalization ability are 0.21, 0.25, 0.31, 0.30, and 0.32, respectively, which belong to medium intensity, indicating that heuristic teaching mode has a good intervention effect on improving students’ expression ability. Secondly, there is a high correlation between early reading and children’s expressive ability. Thirdly, there are two aspects of the influence of early reading amount on children’s expressive ability: explicit influence and implicit influence. Fourthly, the association between early reading and different presentation skills is not the same. To sum up, we should actively encourage the use of heuristic teaching mode, realize the heterogeneity of early reading amount, and promote the improvement of children’s expressive ability through both explicit and implicit paths.