The Study On English Reading Strategy And Its Intervention Among Undergraduates With Different Learning Styles

Many undergraduates spend much time in reading, but their scores are not satisfying. Pervious studies tell us that reading strategies and learning style are very important factors influencing reading efficiency and that it has the realistic meaning to combine them together. However, the number of studies in this field is very small.This study, which has two important parts, is aimed at exploring the feasibility and validity of intervention on English reading. In the first part, we selected 358 undergraduates to complete Embedded Figures Test, English Reading Test and English Reading Strategies Questionnaire. Then we drew the following conclusions: (l)the level of undergraduates reading strategies is not high enough; (2)there is significant difference in the level of English strategies between high score group and low score group, and the former is significantly higher than the latter; (3)there is distinct difference in the level of English reading strategies between field-dependents and field-independents. Some strategies are favored by field-dependents, while some others favored by field-independents. Based on this, we suggest that it be necessary to intervene in undergraduates' English reading and that in intervention we should put different emphasis on undergraduates with different learning styles.In the second part, we selected 84 freshmen as subjects. Half of them were in control group and the others were in experimental group who received 7-week intervention. We had a reading test immediately after the intervention. The following was what we have drawn: (1) there was distinct difference in English reading scores between the two groups, and the score of experimental group was obviously higher than that of the control group; (2)in experimental group, students of low achievement made far greater progress than the others; (3)in experimental group, field-dependents made greater progress than field-independents; (4)most students were satisfied with this intervention .One month later, we had a reading test again. There was no distinct difference between the two groups' scores any more.