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

PDF
导出
分享
收藏
专辑

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

10卷第6期

浏览量: 0 Downloads: 0

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
2026年10卷第6期页码：38-42
网络首发：2026-08-11，

纸质出版：2026-06-30
DOI：10.47297/wspiedWSP2516-250009.20261006
Accepted：

Scan QR Code

Yanman Wu. (2026). A Comparative Study on Adolescent Reading Literacy Standards in China, the United States and Europe and Its Pedagogical Implications. 国际教育与发展（英文版）, 10(6), 38-42.

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.
Yanman Wu. (2026). A Comparative Study on Adolescent Reading Literacy Standards in China, the United States and Europe and Its Pedagogical Implications. 国际教育与发展（英文版）, 10(6), 38-42. DOI： 10.47297/wspiedWSP2516-250009.20261006.

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

OECD . ( 2019 ). PISA 2018 assessment and analytical framework . OECD Publishing .

OECD . ( 2023 ). PISA 2022 assessment and analytical framework . OECD Publishing .

Council of Europe . ( 2020 ). Common European framework of reference for languages: Companion volume with new descriptors . Council of Europe Publishing .

National Governors Association Center for Best Practices , & Council of Chief State School Officers . ( 2010 ). Common core state standards for English language arts . Washington, DC: Authors .

Huang M . ( 2025 ). Characteristics and implications of America's NAEP 2026 elementary reading assessment framework . Journal of Teaching and Management , 35 , 72 - 76 .

Ministry of Education of the People's Republic of China . ( 2026 ). Adolescent reading literacy framework (JY/T 0693 - 2026 ). Beijing: Ministry of Education of China.

Ren X . ( 2025 ). Indicator system, theoretical logic and practical paths of China's Adolescent Reading Literacy Framework . China Editing , 12 , 24 - 29 .

Porter A . C . ( 2002 ). Measuring the content of instruction. Educational Researcher , 31 ( 7 ), 3 - 14 .

Bernstein B. ( 1971 ). On the classification and framing of educational knowledge . In M. F. D. Young (Ed.), Knowledge and control: New directions for the sociology of education (pp. 47 - 83 ). Collier-Macmillan.

Foucault M. ( 1991 ). Governmentality . In G. Burchell, C. Gordon, & P. Miller (Eds.), The Foucault effect: Studies in governmentality (pp. 87 - 104 ). University of Chicago Press .

Wang S. Z. , & Wang C . Y . ( 2022 ). Value regression and classroom implementation of whole-book reading under the 2022 Chinese curriculum standard. Chinese Language Construction , 16 , 45 - 49 .

Cheng Y. , & Liao Q . ( 2025 ). Dilemmas and optimization strategies of whole-book reading teaching in upper primary school . Creative Education Studies , 13 ( 4 ), 789 - 794 .