In the process of observing and recording the children in the class, we found that the children in the class are generally interested in the books explained by the teacher when reading. But I am not interested in books that the teacher has not explained. When children are reading, many children will be easily attracted by other things and cannot concentrate on reading activities. Only a few children in the class can read independently without interference. On the whole, most children can keep reading for about five minutes, which shows that their reading concentration is not very good.

(2) Some children pay attention to the Chinese characters they know when reading picture books.

In daily regional activities and collective education activities, we find that children have great problems in reading. In collective education activities, most children are very focused when reading picture books under the guidance of teachers, and can listen to stories carefully. However, we also find that when reading picture books, teachers tend to prefer picture books with rich stories, and the content of explanations is mainly text content, and they pay insufficient attention to the important picture content in picture books. When children choose their own books to read after the collective education activities, they will only see passing pictures, which makes the picture book lose a lot of interesting content and coherent story context in her pictures. After entering the big class, children will begin to learn the young connection. Second, the existing young cohesion mainly focuses on pinyin Chinese characters. At the beginning, children have a high interest in learning activities and a strong sense of accomplishment in understanding Chinese characters or pinyin shops. At this stage, they especially like to find and share the Chinese characters they know. In addition, the information obtained by children in collective reading is fragmented and incoherent, which also leads some children to concentrate on finding the words they know while reading, but they do not fully understand the overall content of the story. This is one of the reasons why they will finish reading a book quickly and ask for communication when reading independently.

(3) Children's reading is sporadic and cannot be read continuously.

In the process of interviewing children in the class, it is found that because the current family structure of children is dominated by elders taking care of children, parents can spend limited time with their children, so many parents choose parent-child reading for daily parent-child interaction. However, due to work reasons, children's parent-child reading behavior has not developed a daily habit.