The Relationships Between Phonological,Syntactic And Semantic Skils In English Reading Performance Of Chinese Middle School Students

This thesis is on the relationships between phonological skills, syntactic skills and semantic skills in English reading performance of Chinese middle school students.It consists of four parts. Part One is an introduction initiated by the significance of the reading research. It mainly introduces the definitions of reading skills and the theoretical basis of this research. Reading skills include word recognition skills and reading comprehension skills. The theoretical bases of this research consist of Gottardo, Keith & Siegel's model of reading, So & Siegel's model of reading, and Frost's linguistic point of view. After an introduction to the research, Part Two covers literature reviews. It reviews the researches on the development of reading skills of English-speaking students and of ESL/EFL students. The focus is on the ESL/EFL reading, including both English reading models and empirical researches on ESL/EFL reading. Part Three expounds how the research is carried out. It covers subjects and language tests. Part Four supplies an analysis of data and the discussion of the results. Part Five is the conclusion of the research. Bibliography comes later. Appendix of language tests is supplied at the end of this thesis.This thesis holds and has proved that in Chinese middle school students' English reading performance, phonological, syntactic and semantic skills make significant contributions. In the word recognition skills, phonological skills contribute most. In the reading comprehension, syntactic skills contribute most.