A Comparative Study On The Current Situation Of English Reading Strategy Use Between High-achievers And Low-achievers In Junior High School

In the context of globalization,English has become an important tool for international communication.For junior high school students,the importance of learning English has become increasingly prominent.Especially English reading ability,as one of the basic skills of English learning,it is of great significance for students to have a good command of English and a high level of proficiency in English.However,in the process of middle school English teaching,teachers often find that there are significant differences in students’ reading abilities,and there are obvious differences in the use of reading strategies between high-achieving students and low-achieving students.Therefore,an in-depth understanding of the differences in the use of English reading strategies between high-achievers and low-achievers will help teachers pay more attention to individual differences of students,adjust teaching methods,and achieve individualized teaching,thereby improving the quality of English teaching in junior high schools.The research questions of this study are as follows: First,what are the differences in the use of reading strategies between high-achievers and low-achievers in English learning? Second,how to help students with learning difficulties to make full use of reading strategies so as to improve their English reading ability? Through the review of relevant literature,clearly define related concepts such as learning low-achievers,learning high-achievers,cognitive strategies,metacognitive strategies,emotional strategies,resource strategies,etc.,and discuss the application of constructivist learning theory,multiple intelligence theory and behaviorist learning theory in the study of reading strategies.This study uses questionnaires and interviews as research tools to conduct a survey of 150 junior middle school students who are high-achievers and low-achievers in English.The interview objects include 10 excellent students and10 poor students.The results of the study show that there are significant differences in the use of reading strategies between high-achievers and low-achievers.The high-achievers pay more attention to the use of cognitive strategies,metacognitive strategies and emotional strategies,while the low-achievers are relatively weak in these aspects.In response to this finding,this study puts forward the following suggestions:(1)Improve learning interest of students with learning disabilities,cultivate their positive attitudes,guide them to establish correct concepts of English learning,and develop good English reading habits;(2)Teach a variety of reading strategies,so that students with learning difficulties and students with high learning ability can further understand and master the use of cognitive strategies,metacognitive strategies,emotional strategies and resource strategies,and improve the reading effect;(3)Pay attention to the basic knowledge reserves of high-achievers and low-achievers in English learning,attach importance to vocabulary and grammar teaching,provide them with rich and varied reading materials,and increase opportunities for reading practice;(4)Continuously improve the self-learning ability of low-achieving and high-achieving students;cultivate their ability to self-regulate,self-monitor,and self-evaluate;help them establish clear learning goals and plans;(5)Strengthen communication and cooperation between students with learning difficulties and students with excellent learning skills,encourage them to actively participate in various English reading activities,and improve their comprehensive English application ability.This study will not only help to improve teachers’ understanding of students’ reading strategies,but also provide useful enlightenment for teaching practice.