小学高段是学生阅读能力发展的关键时期。学生经过低段的识字学习和中段基本的读写训练，至高段已具备一定的阅读能力，研究小学高段学生阅读能力的构成要素及影响因素，对更好的培养学生的阅读能力具有重要意义。本研究共分五章：第一章为导论，提出了本研究的研究问题，综述了国内外现有研究成果，进行了概念界定；第二章为研究设计，阐述了本研究的研究思路，建构了分析框架，明确了研究方法，研制了研究工具，并选取北京市海淀区两所小学的高段学生为被试，对其阅读能力进行了测量；第三章为小学高段学生阅读能力构成要素分析，基于数据统计结果，探讨了小学高段学生阅读能力的内部构成，分析了其在阅读能力各要素的表现；第四章为小学高段学生阅读能力的影响因素探讨，基于数据统计结果，从阅读知识、阅读方法、阅读情志、阅读支持四个角度，探讨了影响小学高段学生阅读能力的因素；第五章为总结与建议部分，总结了本研究的结论，并针对小学高段学生提出了阅读能力提升的建议。 本研究发现：（1）小学高段学生的阅读能力主要包括字词解码、检索信息、整体理解和迁移运用四个要素，且四要素发展不平衡。（2）小学高段学生阅读能力四要素的表现均存在不足：字词解码能力方面，小学生在结合语境理解词义上存在困难；检索信息能力方面，小学生难以对文本信息进行有效整合；整体理解能力方面，小学生对文本内容、结构和情感缺乏整体把握；迁移运用能力方面，小学生难以在文本材料与新情境间建立联系。（3）小学生阅读能力影响因素呈现多样化趋势，阅读知识、阅读方法、阅读情志、阅读支持均对小学生阅读能力及其构成要素有一定影响，从影响力大小看，阅读知识＞阅读方法＞阅读支持＞阅读情志。（4）为促进阅读能力的提升，小学高段学生应注重积累阅读知识，学习阅读方法，培养阅读习惯，家庭、学校和社会应为其营造良好的阅读环境。

The upper grades of primary school are an important period for the development of children's reading ability. After the literacy study in the lower primary school and the basic literacy training in the middle section, the upper primary school students have already possessed certain reading experience. It is necessary and important to study the reading ability of upper primary school students. There are five chapters in the research: In the first chapter, the research questions of this research are put forward, and the existing research results at home and abroad are summarized. The second chapter is the research design, expounds the research ideas of this research, and constructs the analysis. The framework clarified the research methods, developed the research tools, and selected the high-level students from the two primary schools in Haidian District of Beijing as the subjects to measure their reading ability. The third chapter is the analysis of the reading ability components of the upper primary school students. Based on the statistical results of the data, the internal composition of the reading ability of the primary school pupils was discussed, and the performance of each element of reading ability was analyzed. The fourth chapter discusses the influencing factors of the reading ability of the upper primary school students. Based on the statistical results, the paper analyzes the results. The four factors of reading knowledge, reading methods, reading emotions and reading support have an impact on the reading ability and its constituent elements of the upper primary school students. The fifth chapter is the summary and suggestion, suggestions are provided on the improvement of reading ability. This study showed that: (1) The reading ability of the upper primary school students is composed of four elements: word decoding ability, information retrieval ability, overall understanding ability and application ability. (2) There are insufficient performances of the four elements of reading ability in upper primary school students: in terms of word decoding ability, primary school students have difficulty in understanding the meaning of words in combination with context; In terms of information retrieval ability, it is difficult for primary school students to effectively integrate text information; In terms of overall comprehension ability, primary school students lack overall understanding of text content, structure and emotions; In terms of application ability, it is difficult for primary school students to establish links between text materials and new situations. (3) The factors influencing the reading ability of primary school students are diversified. The four factors of reading knowledge, reading methods, reading emotions and reading support have certain influence on the reading ability of primary school students and their various factors. From the perspective of influence priority, reading knowledge > reading method > reading support > reading emotions. (4) In order to promote the improvement of reading ability, upper primary school students should pay attention to learning reading knowledge and reading methods, and cultivating reading emotions. Family, school and society should create a good reading atmosphere for them.