A Correlation Analysis Of High School Students' English Reading Stratege And Their English Achievements

English takes on an important part in an individual's ability development.A lot of researches have proved that selection and use of the reading strategies has a significant impact on one's reading achievements.However,most of these researches focus on the training of metacognitive strategies,the differences of ability to use reading strategies and the use of reading strategies among college students.Only in the very few research which take high school students as the study object compared the differences of reading strategies between high score group and low score group.With a total of 130 high school students chosen from an ordinary high school in Zhangjiajie,Hunan province,as the study object,in order to help the students to improve their English reading achievements,this study adopts a reading test to collect the reading achievements of the subject,a questionnaire and an interview to study the relationship between the students' reading strategies and their reading achievements.All the statistical data s were analyzed by SPSS 20.0through descriptive statistics,correlation analysis and difference analysis.The results are as follows:First,high school students' use of reading strategies is at a moderate level.Second,cognitive strategies and metacognitive strategies have a low correlation with students' reading achievements;inference questions in reading achievements are lowly related to cognitive strategies,metacognitive strategies and social resources strategies.Third,there are no significant differences between the high score group and low score group in the use of four reading strategies,but the differences in the use of metacognitive strategies are relatively obvious.According to the results,teachers should enhance their strategy learning,at the same time,teachers should help students strengthen their language level and develop good reading habits.