A Study On The Relationship Between Word Decoding Ability And Phonological Awareness And English Reading Fluency Of Middle School Student

English is one of alphabetic writings with its own sound-symbol relationships.When individuals are able to combine the sound and symbol of words,it means that they can also convert written language to spoken language.In this way,their self-cognitive resources will establish a connection with their brains,and then,they can achieve word recognition successfully.Studies have found that this ability of word decoding is closely related to English reading,if teenagers’ English reading fluency improves,then their reading speed and accuracy of word decoding will also be improved.Under the pressure of the New Curriculum Standard,the number of vocabularies in textbook is increasing and English reading ability has gradually become the focal point of English learning.On the one hand,when it comes to English reading,a lot of research only focus on reading comprehension but ignore reading fluency.On the other hand,there is less research talks about Chinese speaker’s English reading fluency.Therefore,this study will explore the relationship between the two basic cognitive factors and reading fluency,in order to provide reference for future study.This study takes 70 Chinese high school students as research object and uses seven tests to explore the relationship between word decoding ability,phonological awareness and English reading fluency.After seven tests,the following three questions will be answered:(1)What is the current status of high school students’ word decoding ability and phonological awareness?(2)How is the English reading fluency of the high school students?(3)What is the relationship between word decoding,phonological awareness and reading fluency?The test results show that(1)The word decoding ability and phonological awareness of high school students have reached a stable stage,their scores in word decoding ability is better than phonological awareness among different individuals.(2)At present,high school students show a high level of reading fluency both in word and text,although there is a gap between different individuals,it is certain that high school students already have a large volume of lexical acquisition.(3)Word decoding ability of high school students is significantly correlated with their word-level reading fluency and text-level reading fluency,while phonological awareness is only significantly correlated with word-level reading fluency.What’ s more,according to the result,we found that word decoding ability plays a predictive role in individual’s English reading fluency.Based on the results,in future reading teaching,English teachers are suggested to pay attention to cultivating students’ awareness of grapheme-phoneme correspondence rules,help students reduce the burden of cognitive resource allocation when reading,and then they can do better in fluent reading.At the same time,when reading time is limited,a lot of students still unclear the reading objectives or take too long pause time to finish the exercise,in future reading practice,learners should consciously use reading fluency exercises such as extensive reading and time-limited reading to change their bad reading habits.