中文    English

Journal of library and information science in agriculture

   

Difficulties and Countermeasures in Reading among Children Raised in in Intergenerational Caregiving Situations Rural Areas of China

XIAO Qinghua   

  1. Dongguan Library, Dongguan 523071
  • Received:2025-03-27 Online:2025-07-05

Abstract:

[Purpose/Significance] This study aims to explore the reading difficulties experienced by children in intergenerational caregiving situations in rural China, analyze the causes of these difficulties, and propose targeted solutions. The research is motivated by the growing concerns about educational disparities and developmental challenges experienced by this vulnerable group, especially within the context of China's rural revitalization strategy. Unlike previous studies, which have primarily focused on the broader category of rural left-behind children, this paper focuses on a specific subgroup-rural children raised by their grandparents - to offer a more nuanced understanding of the unique obstacles these children face in relation to reading. This study contributes to both academic discourse on rural education and efforts aimed at promoting equitable development by identifying the structural and cultural factors that contribute to low reading literacy among these children. By integrating theories of family sociology, educational inequality, and digital divide, it fills a critical gap in existing literature and offers new insights into how intergenerational caregiving intersects with literacy development. [Method/Process] The research was conducted in a rural county located in Guangdong Province. A mixed-methods approach was adopted that combined in-depth interviews with caregivers and teachers, a textual analysis of local education policies, and online surveys of rural schools and community centers. A grounded theory approach was employed as the analytical framework, and a three-stage coding process was used to develop a measurement model for assessing individual reading barriers. This methodological rigor ensured that the findings were grounded in empirical data, yet still allowed for theoretical generalization. [Results/Conclusions] The findings reveal that rural children under intergenerational care face multiple reading challenges, including limited access to books, inadequate reading environments, and a lack of awareness about the importance of reading. These issues stem from complex sociostructural factors, including fragmented family structures, limited educational opportunities for grandparents, and imbalanced use of digital technologies. To address these challenges, the study proposes a multi-pronged intervention framework. This framework includes strengthening policy support for rural reading programs, mobilizing volunteers as reading mentors, guiding the appropriate use of digital tools to enhance literacy, and encouraging intergenerational reading activities within families. While this study provides valuable insights, further longitudinal and comparative research across diverse rural regions is needed to validate and expand upon these findings. Future studies could also examine the long-term impact of reading interventions on children's academic achievement and psychosocial development.

Key words: intergenerational child rearing, rural children, reading promotion, reading dilemma, reading to overcome difficulties

CLC Number: 

  • G252.17

Table 1

Dimensional scale for assessing individual reading challenges"

范畴 维度 相关研究时间
可及阅读环境 图书资源 2019
阅读生态 2013
阅读场所 2015
阅读关怀 2020
外界约束 2017
阅读意识及阅读需求 阅读意识 2020
阅读需求 2017
阅读信息获取 2014
阅读活动 阅读评价 2014
阅读创造 2017
阅读分享 2013
阅读空间 2017

Table 2

Demographics of the respondents"

序号 性别 年龄/岁 学历 家庭成员角色
1 11 小学5年级 被抚养者
2 9 小学3年级 被抚养者
3 13 初中1年级 被抚养者
4 10 小学4年级 被抚养者
5 12 小学6年级 被抚养者
6 14 初中2年级 被抚养者
7 8 小学2年级 被抚养者
8 15 初中3年级 被抚养者
9 13 初中1年级 被抚养者
10 16 高中1年级 被抚养者
11 61 初中2年级 祖父
12 57 小学 祖母
13 55 小学5年级 祖父
14 52 初中 祖母
15 69 高中1年级 祖父
16 60 初中2年级 祖母
17 57 高中 祖母
18 65 文盲 祖父
19 60 小学4年级 祖母
20 67 小学 祖母

Table 3

Illustration of the open coding procedure"

原始语句 初始概念 基本范畴
爸爸给我买的手机,有时老师会在手机上布置作业 完成作业 阅读方式
不知道附近有没有图书馆 公共图书馆 信息闭塞
学校图书室都不开放而且没什么书 课外书来源 阅读资源获取
没有课外书可读,没有上过阅读和作文辅导班 阅读资源 社会环境
做完作业后会看看抖音,奶奶也喜欢看 阅读素养成长 阅读环境
爷爷不管我学习的,只管吃饭和接送 学习监督环境 阅读监督
没读过什么书,不会辅导孙子孙女 家庭文化程度 阅读意愿
孩子看书比较自觉,不用我怎么管 自觉阅读 阅读能力
完成作业就行了,没那个必要(阅读) 不想阅读 阅读意愿
没听过有阅读作业 阅读学习 阅读作业
奶奶叫我少玩游戏多看书,自己又经常看抖音 监督阅读 代际隔膜
找不到书可看 图书获取 阅读困境
做完作业就玩,不想看书 阅读动力 阅读认知
无聊的时候就想看看课外书 阅读兴趣 阅读行为
我比较爱看书,看书可以学到很多知识 获取知识途径 阅读目的

Table 4

Results of axial coding analysis"

主范畴 基本范畴 范畴内涵
阅读渠道 阅读资源获取 阅读来源渠道单一、没有去过图书馆
信息闭塞 不知道镇上有图书馆、附近没有书店
阅读环境 家庭环境 家庭关系、父母不在家
社会环境 与外界相对隔绝、没去过城里
学校环境 学校图书馆室不开放、书很少
阅读意识 阅读需求 找不到想要的书、想提高作文水平
阅读意愿 做完作业后想看课外书、喜欢漫画书
阅读能力 能独立看书、会查字典
长辈阅读关怀 父母会寄一些课外书回来、亲戚有送旧书
阅读需求 阅读作业 老师没布置阅读作业、父母没要求阅读
代际隔膜 缺少沟通、祖辈不会指导阅读
阅读心理 阅读困境 无书可看、有些书看不懂
阅读认知 对阅读的作用认识和理解程度
阅读活动 阅读行为 儿童阅读量不足、自觉阅读
阅读目的 儿童阅读动机和动力因素

Table 5

Results of selective coding analysis"

典型关系 关系结构 代表语句
阅读渠道→阅读活动 中介关系 找不到想看的书嘛,就不怎么看书了
阅读环境→阅读意识 中介关系 如果学校图书室有开放,我也想经常去那里看书
阅读意识→阅读需求 因果关系 四大名著我都没有看过,如果有书的话我还是想看看的
阅读意识→阅读活动 因果关系 我想把作文成绩提高点,想多看看作文书
阅读心理→阅读意识 因果关系 爷爷奶奶没管我,我也就不怎么想看书了
阅读需求→阅读活动 因果关系 老师布置的作业没说要看课外书,我就懒得看了
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