Experimental Study Of The Effect Of Mind-Map-Based Reading Teaching On High School Students’ Reading Literacy

Based on Wang Qiang and Chen Zehang(2017)’s framework of English reading literacy,this study is to explore whether mind-map-based reading teaching influences high school students’ reading literacy.It emphasizes the cultivation of students’ English reading literacy,and analyzes how to combine mind map with English reading teaching to improve students’ reading literacy.Additionally,this paper also aims to find out the relationship between mindmap-based reading teaching and reading literacy of learners of different learning styles,so that English teachers can have their reading lessons pertinently,which makes contributions to improving high school students’ reading literacy as well as research on reading literacy in China.The participants in this study is 110 grade-one-students from two parallel classes in a high school.They were randomly divided into the experimental group and the control group by convenience sampling.Before the treatment,the researcher had made a basic understanding of participants’ learning styles,reading comprehension ability,language knowledge and situation of reading experience by letting them complete a Learning Preference Checklist,a reading comprehension test,a cloze test and a reading experience questionnaire.Then,a three-month teaching experiment of mind-map-based reading teaching was carried out.During the experiment,using the teaching design provided by the present researcher,the classroom teacher had English reading teaching in the experimental group and the control group by using different teaching methods,namely,mind-map-based reading teaching and regular reading teaching.After the training,the researcher carried out the other English reading comprehension test,cloze test and reading experience questionnaire to check participants’ reading comprehension ability,language knowledge and the situation of their reading experience.The collected data were analyzed by the data analysis software SPSS in a quantitative way.From the results,we can observe that: 1)mind-map-based reading teaching can partially improve high school students’ English reading literacy.To be more specific,mind-map-based reading teaching improve the participants’ English reading literacy in the aspects of reading comprehension and reading experience,but not the aspect of language knowledge;2)mindmap-based reading teaching is more effective in improving visual learners’ three aspects of reading literacy(i.e.,reading comprehension,language knowledge,and reading experience),followed by those of auditory learners and haptic learners.In conclusion,when most of the participants are visual learners and auditory learners,mind-map-based reading teaching has significant effect on high school students’ English reading literacy.