An Application Of Graded Reading To English Reading Teaching In Junior High School

With the issuance of the Curriculum Standards for Compulsory Education(2022)and the double reduction policy(2021),more and more experts,teachers and parents pay attention to the English reading ability and reading literacy of middle school students.However,the traditional reading teaching is dominated by teachers,which makes students lack the initiative and enthusiasm of English reading.Therefore,graded reading were introduced to reverse this situation.Graded reading refers to the concept and method that readers choose a series of suitable graded reading materials according to their language level,cognitive characteristics and reading interests.By implementing graded reading in English reading teaching in junior high school,this study provides students with moderate difficult reading materials,in order to help students use graded reading materials to increase their English input effectively,cultivate students’ English reading comprehension ability,stimulate students’ interest and confidence in English reading,so that students not only can experience the pleasure of reading and feel the beauty of works,but also master certain reading methods and improve their reading efficiency.The experimental process and research data also provide a reference for the reform of middle school English teaching.In addition,the experimental process and research data also provide a reference for the reform of middle school English teaching.Based on the theories of zone of proximal development,language input hypothesis and individualized teaching theory,this paper intends to answer the following two questions:(1)What effect does English graded reading have on junior high school students’ motivation in English reading?(2)What effect does English graded reading have on junior high school students’ reading scores in English?130 students from two classes in Grade nine of a middle school in Dengzhou were selected as research objects,which were divided into experimental class and control class.Graded reading was applied in the experimental class,while the traditional reading teaching was continued in the control class.The main research tools are questionnaires,pre-test and post-test as well as interview.After a semester of experiment,SPSS software was used to make statistics and analysis of the data.The results show that,on the one hand,graded reading can stimulate students’ reading interest and confidence,and help improve students’ reading motivation,including internal motivation,external motivation,self-efficacy and social motivation.On the other hand,the experimental class made greater progress in English reading than the control class did,which indicates that graded reading can improve students’ reading scores effectively.In summary,the application of graded reading teaching model in junior high school English reading teaching has positive significance on students’ English reading.However,due to the lack of experimental time and research level,the experimental process has limitations,so it needs to be further improved in the future research.