Senior Middle School Students' English Reading Strategy Based On Cognitive Style

On the basis of international related research about learning and reading strategies,this research initially established one questionnaire about senior middle school students'reading strategies by literature analysis,and analyzed the structure of these questionnaires by Project analysis,Exploratory factor analysis,Confirmatory factor analysis.Based on the survey of whole condition of senior middle school students'reading strategies,we carried out intervention on the senior middle school students'planning strategy,organizational strategy and elaboration strategy.The following results were obtained:1. The final scale of senior middle school students'reading metacognitive strategies questionnaire included 3 dimensions: planning strategy,monitoring strategy and regulation strategy; the cognitive strategies questionnaire included 3 dimensions: elaboration strategy , rehearsal strategy and organizational strategy ; the reading resource management strategies questionnaire included 2 dimensions: time and diligence strategy, academic help-seeking strategy. The questionnaire of senior middle school students'English reading strategies has high reliability and validity.2. The whole using level of senior middle school students'English reading strategies is on a middle level .the using degree of all dimensions strategy ,from high to low, are cognitive strategies, metacognitive strategies and resource management strategies;the using degree of each dimension strategy , from high to low , are organization strategy, elaboration strategy, regulation strategy, monitor strategy, rehearsal strategy, time and effort management strategy, academic help-seeking strategy and planing strategy.3. Grade l and Grade 3 were significantly better than Grade 2 in the whole using level of English reading strategies. From the whole dimensions level, Grade l and Grade 3 were significantly better than Grade 2 in the of cognitive strategies, metacognitive strategies and resource management strategies; From each dimension level, Grade l and Grade 3 were significantly better than Grade 2 in the of elaboration strategy, rehearsal strategy, organization strategy, planing strategy and regulation strategy; Grade 3 was significantly better than Grade 2 in use the of time and effort management strategy: Grade1 was significantly better than Grade 2 in the of academic help-seeking strategy.4. Different cognitive style of students have not significant difference in the using of cognitive strategies, but field-independent students are significantly better than middle-style students in the using of elaboration strategy; middle-style students are significantly better than field-independent students in the using of resource organization strategy. Field-independent students are significantly better than field-independent students and fiddle-style students in the using of metacognitive strategies; in each dimension of metacognitive strategy, field-independent students are significantly better than middle-style students in the using of monitoring strategy, field-independent students are significantly better than field-independent students and middle-style students in the using of regulation strategy: field-independent students are significantly better than middle-style students in the using of resource management strategy, in its each dimension, field-independent students are significantly better than middle-style students in the using of academic help-seeking strategy.5. The planning strategy and monitoring strategy of field-independent students were significant predictor for senior middle school students'reading achievement; The organization strategy, academic help-seeking strategy and rehearsal strategy of field-independent students were significant predictor for senior middle students'reading achievement; The elaboration strategy, organization strategy, regulation strategy, planning strategy and academic help-seeking strategy of middle-style students were significant predictor for high school students'reading achievement.6. After the training of senior middle school students'English reading strategies, The English reading achievement of field-independent students, field-dependent students and middle-style students in experimental class1 was significantly better than that in experimental class 2 and control class : The English reading achievement of field-independent students, field-dependent students and middle-style students in experimental class 2 was significantly better than that in control class.7. After training the strategies, the English reading achievement of field-independent students was not significant difference between experimental class and control class: The English reading achievement of field-dependent students and middle-style students in experimental class 1 was significantly better than experimental class 2 and the control class.