An Experimental Study On English Reading Strategy Training On Improving Students，Reading Proficiency In The Rural Junior High School

English reading proficiency is a basic language skill and the cultivation of readingstrategies is the focus of the middle school English teaching, which is listed as one of fiveclassifications in English curriculum standard. Since the1970s, the attention of readingstrategies has been attracted by scholars both abroad and at home. However, most domesticresearches focus on reading strategies among college students, the studies are limitedconducted on junior high school students, especially on rural junior school students. Manyteachers don’t attach much importance to reading strategy instruction, who still teach readingwith the traditional model, which does harm to form students’ autonomous reading ability.Therefore, it is necessary to study English reading strategy in rural junior schools.Under the guidance of Cohen’s strategies-based instruction (SBI), metacognitive theoryand schema theory, the author investigates rural junior school students’ frequency of readingstrategy use before and after the training via the questionnaires, to compare whether theirawareness and ability of strategy use has been enhanced through the training. Two classes ofjunior two students,32of whom are in the experimental class and34in the control class, whoare randomly selected to conduct an18-week reading strategy training experiment. Thesubjects’ data of pre-test and post-test on reading comprehension are analyzed quantitativelyvia SPSS16.0, to find out whether English reading strategies used by rural junior students mayhave a positive effect on improving their reading proficiency. The interview is conducted toknow if reading strategy training facilitates their effective reading. The ultimate objective is toexplore an effective model applicable to English reading instruction in the rural junior highschool.The results show that reading strategy training on rural junior school students enhancestheir awareness and ability to use reading strategy; reading strategy training can improve theirreading proficiency, and it is more effective to improve the reading proficiency of abovemedium-level students; strategies-based instruction is an effective way to facilitate ruraljunior school students to form active affection and become autonomous readers. Althoughthere are many limitations for this study, it still plays an active role in rural strategyinstruction theoretically and practically, and some suggestions are given for further study.