An Experimental Study On The Influence Of Leveled Teaching On English Reading In Senior High School

English reading plays a very important role in English teaching and it is also an essential way to get information in the information era. To improve reading teaching, teachers should pay their attention to students’ reading motivation and interest. But in the traditional teaching classroom, there are some obvious disadvantages: time-consuming, large classes and low-efficiency, etc, which impedes students’ development in different learning levels. In order to achieve quality-oriented education, the author proposes leveled teaching. Leveled teaching has some advantages: paying more attention to students’ differences; meeting the needs of every student; providing a good learning atmosphere for students and avoiding the appearance of polarization, etc.The author conducted the experiment based on many theories, such as: “The Mastery Learning” presented by Bloom, “Zone of Proximal Development Theory” and so on. The methodologies the author adopts are investigation method, and experimental method. The instruments the author adopted are questionnaire, the pre-test and the post test. The main research questions in the experiment are:1. Will leveled teaching can improve students’ reading motivation ?2. Will leveled teaching can improve students’ reading learning proficiency ?3. Will leveled teaching can improve one group more than the other ?According to the comparison of the result about the questionnaire, leveled teaching acts a positive role in stimulating students’ learning motivation and interest in English reading. The means in the experimental class are respectively 24.76 and 27.9000 and the pass rates are 88.9% and 98%. That means leveled teaching can improve students learning proficiency. The average scores of each group in the post test were improved more than those in the pre-test, which means that leveled teaching can improve students in Group B and Group C more than in Group A.