A Study Of The Effect Of Reading Strategy On Reading For Low Proficient Students In Senior High Schools

Reading, one of the basic English skills, is an important aspect of English learning. The development of reading ability influences not only students’ English achievement but also comprehensive ability. Improving reading proficiency is also one of the objectives of senior English instruction. Therefore reading instruction is the main body of senior English instruction. However, faced with increasingly serious high school English underachievers, reading teaching has become a huge challenge to the English teaching in senior high school. And the transformation of reading low proficient students in senior high schools is the key to the problem. As the critical part of the transformation work, the problem of English reading low proficient students in senior high school is getting more and more attention. A large number of studies have showed that reading strategy training can not only improve the students’ reading comprehension ability but also effectively cultivate their autonomous learning ability.The research attempts to explore the effect of reading strategy training on senior high school students with low reading ability with Krashen’s input theory, schema theory and autonomous reading.The research adopts experimental research method. The author took two ordinary classes as the subjects from Grade One of Dawa senior high school in Panjin city of Liaoning Province. One is the experimental class and the other is the control class.(N=36) The data was collected through questionnaire, pre-test and post-test. With the combination of the quantitative analysis and qualitative analysis, collected data is analyzed by SPSS17.0. The writer firstly employed questionnaires to investigate the current application of reading strategies of students with low reading proficiency in the experimental class to find out problems of reading strategy. In the second stage, the writer carried out reading strategy training to English reading low proficient students in the experimental class. And the control class took traditional reading teaching approach. And English reading test was taken after the training. Then the data of pre-test and post-test was analyzed by SPSS17.0. In addition, the students took post-questionnaire. Finally the writer drew the corresponding conclusions according to the collected data.The results indicate that reading strategy training on reading for low proficient students is effective and feasible. The collected data shows that reading strategy training enhances reading low proficient students’ English reading level to a certain extent and makes them apply part of reading techniques autonomously. And there is a significant difference in post-test between students with low reading ability in experimental class by reading strategy training and control class by traditional reading training. Ultimately this paper puts forward the implications and research limitations of the study and makes prospects for the related research in the future.