A Study On The Effectiveness Of English Reading Teaching In Junior Middle Schools

English reading is widely seen as an effective way in helping students study English and fundamentally improve their English language competence. English reading skills, therefore, are understood, as playing an important role in enhancing reading capability, which also exercises impacts on other capacities of the learners including listening, speaking and writing. It can be claimed that whether the teaching of English reading is effective in junior middle schools largely affects the outcomes of English teaching in them. Nonetheless, the traditional knowledge-based language teaching model, with the support of the teaching of language practice, has proved to be inefficient and less effective. This justifies the research on the effectiveness of English reading teaching in junior middle schools.This study, which is based on academic achievements, interviews and surveys, focuses on the study of teaching models, with an intention to make a contribution to the growth of the effectiveness of English reading teaching in junior middle schools. Relevant issues in the teaching of English reading are dealt with in detail in the study. With the help of Theory of Reading Process Models, Discourse Analysis and Schematic Theory, and on the basis of the new curricular criteria, a reading-based English teaching experiment is conducted in the course of the research to test its effectiveness. The integrated analyses of statistical data resulting from the experiment indicate that the reading-based English teaching model greatly helps students with their English study.