A Comparative Study on Adolescent Reading Literacy Standards in China, the United States and Europe and Its Pedagogical Implications

Yanman Wu

doi:10.47297/wspiedWSP2516-250009.20261006

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A Comparative Study on Adolescent Reading Literacy Standards in China, the United States and Europe and Its Pedagogical Implications

Volume 10, Issue 6

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A Comparative Study on Adolescent Reading Literacy Standards in China, the United States and Europe and Its Pedagogical Implications
A Comparative Study on Adolescent Reading Literacy Standards in China, the United States and Europe and Its Pedagogical Implications
School of English, Hainan College of Foreign Studies, Wenchang, Hainan, 571321, China
Vol. 10, Issue 6, Pages: 38-42(2026)
Online First：11 August 2026，

Published：30 June 2026
DOI：10.47297/wspiedWSP2516-250009.20261006
Accepted：

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Wu Yanman.A Comparative Study on Adolescent Reading Literacy Standards in China, the United States and Europe and Its Pedagogical Implications[J].Journal of International Education and Development,2026,10(06):38-42.
DOI：

Wu Yanman.A Comparative Study on Adolescent Reading Literacy Standards in China, the United States and Europe and Its Pedagogical Implications[J].Journal of International Education and Development,2026,10(06):38-42. DOI： 10.47297/wspiedWSP2516-250009.20261006.

摘要

Abstract

Based on Bernstein's knowledge coding theory and Foucault's governmentality theory

this paper builds a three-dimensional comparative framework covering goal setting

implementation paths and evaluation mechanisms. It compares China's

Adolescent Reading Literacy Framework

U.S. CCSS and NAEP 2026

as well as European PISA and CEFR. Results reveal clear cross-regional differences: value orientations feature moral education priority in China

career-driven pragmatism in the U.S.

and civic lifelong learning in Europe; developmental logics follow hierarchical progression in China

spiral grade-based advancement in the U.S.

and continuous competency continuum in Europe; evaluation mechanisms focus on formative diagnostic empowerment in China

administrative education accountability in the U.S.

and international benchmark dialogue in Europe. Targeting prevalent dilemmas in Grades 1–6 primary school Chinese reading teaching

this study proposes five localized instructional strategies: shifting from fragmented single-text reading to systematic grade-based whole-book reading

replacing rigid exam-oriented testing with authentic literacy situational tasks

transforming implicit reading strategy guidance into explicit grade-differentiated instruction

switching summative score ranking to formative diagnostic assessment

and promoting teachers' role transition from passive policy implementers to professional reading instructors. This research provides empirical references for the grounded implementation of national reading literacy standards and targeted improvements to primary school reading instruction.

关键词

Keywords

references

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