Reading Strategy's Effect On Reading Achievement Of Non-English Major Students

Reading strategy is an important part of English learning strategies. This study intends to investigate frequency of meta-cognitive and cognitive reading strategies used by Non-English majors. It discusses reading strategy's effect on reading achievements. Thus, some important implications can be provided to college English teaching.Quantitative and the qualitative researches were employed. A questionnaire, a reading test and an interview were used. The data from the questionnaire were analyzed by SPSS 17.0. A descriptive statistics was conducted to get the mean score of each item to show the frequency use of reading strategy. Pearson correlation was used to indicate the correlation between reading strategies and reading achievement. Independent-samples T-test was used to analyze the differences between high-score and low-score students in the use of reading strategies. An interview was made among two high-score students and two low-score students in order to have a further analysis about their use of reading strategies,.Results of the study indicate the frequency of Non-English majors'reading strategies use is at medium level. There is a positive correlation between reading strategies and reading achievement. There are distinct differences between high-score students and low-score students in the employment of reading strategies.Based on these findings, implications are provided to college teachers. They need to tell their students relevant theories about reading strategies and emphasize the importance of employing strategies. Teachers should help raise students'awareness of strategy use.