Research On The Influence Of Finishing Strategies On The English Reading Performance Of Junior High School Students

English reading is not only an important part of English learning,but also a basic ability for students to adapt to the current society.There are many internal and external factors which affect students' reading ability,and reading strategy is one of the external factors that affect students'English reading effect.Researches show that reading is the combination of the processes from bottom to top and from top to bottom,which requires readers to use their own experience to interact with reading content continuously.Among many reading strategies,elaboration can help readers use their dynamic thinking to interact with the author's static article,so that readers can deepen the understanding of the article in the process of interaction.This paper explored the influence of elaboration on junior high school students' English reading performance through quantitative and qualitative research.Two major studies have been made:study one explored the effect of interpretation strategy,detail association strategy as well as query and amendment strategy on students' English reading performance from the empirical level;study two selected some representative cases to explore the change in students' reading strategies which was influenced by the intervention mentioned above.The results are as follows:(1)After the intervention of interpretation strategy,detail association strategy and query and amendment strategy,the scores of immediate test of experimental class were significantly higher than those of the control class,and the scores of delayed test of experimental class were significantly higher than those of the control class.(2)After the intervention of interpretation strategy,the score of the immediate test was very significantly higher than that of the pretest,and the score of the delayed test was also very significantly higher than that of the pretest,while there was no significant difference between the immediate test and the delayed test in experimental class.In high-score group,the score of the immediate test was very significantly higher than that of the pretest,while there was no significant difference between the delayed test and the pretest.In middle-score group,the score of the immediate test was very significantly higher than that of the pretest,and the score of the delayed test was also very significantly higher than that of the pretest.In low-score group,there was no significant difference between the immediate test and the pretest,and there was no significant difference between the delayed test and the pretest.(3)After the intervention of detailed association strategy,the score of the immediate test was extremely significantly higher than that of the pretest,and the score of the delayed test was also extremely significantly higher than that of the pretest,while there was no significant difference between the immediate test and the delayed test in experimental class.In high-score group,there was no significant difference between the immediate test and the pretest,and there was no significant difference between the delayed test and the pretest.In middle-score group,the score of the immediate test was extremely significantly higher than that of the pretest,and the score of the delayed test was very significantly higher than that of the pretest.In low-score group,the score of the immediate test was significantly higher than that of the pretest,but there was no significant difference between the delayed test and the pretest.(4)After the intervention of query and amendment strategy,the score of the immediate test was very significantly higher than the pretest,and the score of the delayed test was extremely significantly higher than that of the pretest,while there was no significant difference between the immediate test and the delayed test in experimental class.In high-score group,there was no significant difference between the immediate test and the pretest,and there was no significant difference between the delayed test and the pretest.In middle-score group,the score of the immediate test was very significantly higher than that of the pretest,and the score of the delayed test was extremely significantly higher than that of the pretest.In low-score group,there was no significant difference between the immediate test and the pretest,and there was no significant difference between the delayed test and the pretest.(5)In the case study,after the intervention of interpretation strategy,high-score student and middle-score student have changed their reading strategy apparently.After the intervention of detailed association strategy,middle-score student and low-score student have changed their reading strategy apparently.After the intervention of query and amendment strategy,middle-score student and low-score student have changed their reading strategy apparently.Based on the above,the conclusions are as follows:comparing with traditional reading strategy,the interpretation strategy,detail association strategy and query and amendment strategy can improve student's reading performance;the three strategies correspondingly have different influence on students at different levels.In the case study,the improvement of reading strategies of students at different level is different.