An Empirical Research Of Using Self-monitoring Strategy To Improve English Reading Scores

Entering into the 21 st century, with vigorous advocating of the quality-oriented educational idea, the aim of curriculum and teaching in current school has no longer been confined to the book learning. Instead, how to help students to develop autonomous learning ability and lead them to acquire different kinds of learning strategies and methods has become one of the vital goals in school education. As the proposition claimed by the American psychologist Carl R. Rogers who suggest that the only educated man is the man who has learned how to learn, how to adapt and how to change, it does not only imply that the real education involves in students’ independent, active and creative practice of self-improvement, but also emphasizes the importance of adaptation and regulation in the process of learning which in effect embody the application of self-monitoring strategy when get into the meta-cognitive perspective.In recent years, self-monitoring strategy has gradually been integrated into multidisciplinary research field. However, how to conduct training activities that based on specific subject is still one of the difficult points in the current research. This study hypothesizes that the self-monitoring strategy is conducive to the improvement of English reading ability, and designs a reading-monitoring training program which featured in a interfingering combination between macro circulatory monitoring and micro intensive regulating, aiming at exploring the effect of strategy training upon English reading scores. After three months’ experimental research that conducted in two classes from grade Eight, the results show that reading-monitoring strategy training contributes effectively in averaging up junior school students’ standard of using it. Besides, it can also significantly increase the reading scores of low-effective group students, but it does not suffice to show its effectiveness in improving the English reading ability for the experimental class. In addition, the level of using reading-monitoring strategy can explain 24.4% of the fluctuation of the English reading scores, and there is a moderate positive correlation between reading-monitoring strategy and English reading scores.