A Research On The Application Of Scaffolding Instruction Of English Reading Into Senior High Schools

English reading is one of the four English language skills in senior high schools,and it is also a part of the College Entrance Examination in China.But,as for most senior high school students,reading is usually the weakest part of their English language skills.Therefore,how to improve students’ English reading ability through the reading teaching becomes really urgent and much more important.Under this circumstance,this thesis mainly explored the application of Scaffolding Instruction(SI)teaching of English reading into senior high schools.The purpose of so doing was to investigate the influence of this teaching on students’ English reading ability.Because the reading habits and reading speed are usually discussed along with the reading ability and their reading ability is usually indicated directly by their reading scores,studies of the influence of SI teaching approach on students’ reading ability cannot avoid the studies of the influence of this teaching model on their reading habits and reading speed,further,cannot avoid studying their reading scores,the direct indication of their reading ability in the end.A total of 94 students in Class 10 and Class 11 of Grade One in N High School of N City in J Province were selected as research subjects,and the experimental research lasted for more than three months.Through the finished English Reading Habits Questionnaire(ERHQ)and the reading test,the data of students’ English reading habits,reading speed and reading scores were collected,and then were analyzed through software SPSS 21.0.This was intended to explore the following three questions: Firstly,will SI teaching of English reading influence the reading habits of the senior high school students? If yes,what are the influences? Secondly,will SI teaching of English reading influence the reading speed of the senior high school students? If yes,what are the influences? Thirdly,will SI teaching of English reading influence the reading scores of the senior high school students? If yes,what are the influences?Specifically speaking,in this study,Class 10 was set as the Experimental Class(EC),in which the SI teaching model was employed.Glass 11 was set as the Control Class(CC),in which the traditional teaching model was applied.Before the experiment,independent sample T-test and Variance Analysis were conducted toanalyze the students’ scores of English reading habits and reading speed.The scores of English reading ability in totality(global level)and in each sub-skill(specific level)were also analyzed.The results indicated that the students in EC and CC were at the similar level in reading habits,reading speed,and reading ability.No significant difference was found in English reading total score and score in each sub-skill.They could be used as parallel classes.After the experiment,paired-samples T-test,independent sample T-test and Variance Analysis were conducted to analyze the students’ scores of English reading habits,reading speed and to analyze the changes of their English reading scores in totality and in each sub-skill.By comparing these data of pre-experiment and post-experiment,it was proved whether there were changes in students’ English reading habits,reading speed and reading scores or ability both in EC and CC.In addition,according to the correlation analysis between English reading habits and reading scores,it was found that the interrelationship between habits and scores,that was,the interrelationship between habits and ability was studied further.Based on the analysis of the reading habits,reading speed and scores before and after the experiment of EC and CC,the results were found as follows: 1)After the experiment,EC students’ English reading habits and reading speed have been improved significantly.However,the CC students’ English reading habits and reading speed haven’t been improved significantly.2)After the experiment,EC students’ English reading score has been improved significantly in totality and in the sub-skill,but CC students’ English reading scores haven’t been improved significantly.3)There was a significant close positive relationship between English reading habits and reading scores.Thus,this research illustrated that: 1)SI teaching of English reading did positively influence students’ English reading habits.2)SI teaching of English reading did positively influence students’ English reading speed.3)SI teaching of English reading did improve students’ English reading scores effectively,in other words,SI teaching of English reading did enhance students’ English reading ability effectively.The improvement of reading habits has positively influenced on improving student’s ability to understand the details and facts,the ability to summarize the main idea of a text,the ability to inference and judge a text,and the ability to paraphrase some expressions.In addition,the improvement was significantly different from that of the traditional teaching.Furthermore,with theimprovement of reading ability,students’ reading speed has also changed significantly.Reading speed of the EC students was proved to be faster than before and students show more positive attitude,motivation and reading habits in English reading.