An Action Research Of The Effect Of Covert Stratified Teaching On Junior Middle School Students' Reading Ability

Speaking of English learning,it is primarily concerned with phonetics,vocabularies,grammar as well as listening,speaking,reading and writing.They are perfectly supplementary to each other.Among four of them,reading ability is the most fundamental and important learning skill and it's the most basic approach of language input.Through reading,people are able to gain the latest and the most comprehensive information.It's also the most effective method for English learners to learn English.But there is a large gap among students'reading ability and the students'reading level is not balanced in one class.To change such dilemma,it's imperative to carry out stratified reading teaching.This study is aiming at the covert stratified teaching on Junior Middle School students'reading ability under the guidance of the Principle of the Zone of Proximal Development,the Input Hypothesis Principle and Rosenthal Effect.45 students from Grade,Nine,Jianan Middle School,Shunde,Foshan,take part in the research.Before the research,on the basis of the results of questionnaire,interviewing as well as pre-test,the author keeps a clear mind on the students'reading level,reading interest,reading habit and the usage of reading strategies.Then the author divides the students into three levels,Level A,Level B as well as Level C.This study consists of three rounds and lasts 18 weeks from September 11^th,2017 to January 13^th,2018.Each round research lasts 6 weeks and has four steps.The author readjusts the research plan according to the problems appearing in the first round research,then act,observe and reflect in the second round research.Again,in the third round research,the author readjusts the research plan on the basis of the second round research,then act,observe and reflect.At the end of the research,the students take a post-test.The data collected is analyzed scientifically and detailedly.Here are the major findings:?1?The action research of covert stratified reading teaching is undoubtedly effective to improve the students'reading ability.According to the comparison of the results of pre-test and post-test,the results of post-test are obviously better that the results of pre-test.?2?The action research of covert stratified reading teaching affects junior middle school students of different levels in English reading ability.The excellence rate increases to 68.88%,26.66%higher than in the pre-test.The passing rate cuts down to 24.44%because more students have made progress and now these students rank in Level A.The students of unqualified rate 15.55%lower than in the pre-test.?3?The action research of covert stratified reading teaching helps to promote the students'ability of cooperation.When the students meet some difficulties,they are more likely to ask for help instead of ignoring them or giving them up,which is different from the situation before the research.?4?The action research of covert stratified reading teaching helps to increase the students'confidence in reading,especially the students of Level C.Through the covert stratified reading teaching,everyone has a place in English class.?5?The action research of covert stratified reading teaching helps to promote the class efficiency and class participation rate.Through stratified reading teaching,including setting up different reading aims,carrying out stratified teaching in reading class,designing stratified reading materials as homework,carrying out stratified feedback and evaluation,the teacher tries to pay attention to the students in each level and motivates the students'reading enthusiasm and initiative to the ultimate extent so as to improve the class efficiency and participation rate.These findings show that the covert stratified reading teaching is effective to improve Junior Middle school students'reading ability.In future reading teaching,we can boldly further try covert stratified reading teaching.