A Study On The Impact Of Group-Text Reading Teaching On Senior High School Students’ English Reading Ability

English reading,as an important part of English learning,occupies a high proportion in students’ English learning.Reading ability is closely related to the comprehensive ability of English learners.In recent years,English reading teaching in China is constantly actively innovating and reforming reading teaching methods.At present,students’ reading ability is mainly limited to the scope of examination,teachers focus on the intensive teaching of single texts,and the awareness and attention to the cultivation of reading ability is insufficient,thus the students’ reading volume and knowledge are limited to a certain extent,which restricts the improvement of students’ reading ability and reading interest.Therefore,this study was conducted through the effective implementation of group-text reading instruction by high school English teachers as a way to cultivate students’ interest in reading and to enable them to develop their reading skills better.The purpose of this study is to explore the influence of group-text reading teaching on senior high school students’ English reading ability.This paper solves the following two problems:1.Can group-text reading teaching improve high school students’ English reading ability?2.Does group-text reading teaching help stimulate students’ interest in reading?This study selected 112 students from two classes of Grade One in Suixi Middle School of Huaibei City as the research object,in which Class(7)is the experimental class and Class One(8)is the control class and a semester-long teaching study was conducted on the two classes.This study adopted a combination of quantitative and qualitative research methods,and experimental data were collected through questionnaires,interviews and reading test volumes.The experimental data were collated and then input into SPSS 23.0 for descriptive analysis,independent sample test and paired sample test.According to the research it findings : 1.After one semester of teaching intervention,the reading comprehension scores of the students in the experimental class were significantly improved compared with those in the control class;2.Group-text reading teaching can effectively improve senior high school students’ interest in English reading,especially in the emotional dimension and behavioral dimension.Group-text reading teaching can effectively improve senior high school students’ English reading scores.This study proves the feasibility and effectiveness of the group-text reading teaching model in high school English teaching,and the results of the study provide some reference for other scholars to carry out group-text reading teaching.In order to better implement group-text reading teaching in the future reading teaching,teachers should combine the textbook theme units,choose and implement group-text reading according to students’ interests.Teachers can also implement the “ home-school cooperation” education method,so that group-text reading can be extended from in and out of class.