The Study Of The Effect Of Teacher's Reading Aloud On The Reading Comprehension Ability Of Senior High School Students

Reading aloud is more than one of the main methods to study Chinese in ancient China. It is also one of the most important ways to study English. However, reading aloud has been ignored for a long time in the teaching process in China at present, especially in senior high schools. Reading word-by-word or failing to read in correct sense groups has become a common phenomenon to senior students.That has obstructed senior students in improving their English abilities. In recent years, more and more scholars at home and abroad have advocated reading aloud in learning English. They have confirmed that reading aloud is beneficial as well as necessary to English learning not only in theory but also in the actual situation. Most of the researchers focus on the relationship between reading aloud and speaking and listening, and the research targets are mainly students in primary school, junior high school, vocational school and universities. This paper attempts to make an empirical research to improve the students'reading comprehension ability by means of teacher's sense-group reading aloud. With the support of these theories, the paper comes up with the assumption that the method of reading aloud can improve the students'reading scores.The experiment was conducted in four months. Before the experiment, a test was given to all the students to investigate their reading levels. The research targets were 80 senior students who were in Grade Two. The students were divided into two groups whose reading levels were similar. The same English teacher who taught these two classes conducted the experiment. The purpose and requirements of the experiment and the amount of reading materials were all the same in both groups. One difference was that subjects in the experimental group received daily training of the teacher's planned sense-group reading aloud, while the control group receives no training at all.Tests were carried out during and after the experiment to ensure the validity of the experiment. ANOVA was used to give answers to the above research question. Data analysis indicated that compared with the control group, the experimental group improved the scores more greatly in the reading comprehension and the result was not coincidental. The experimental result supported the research assumption that the ability of the students'reading comprehension can be improved by the teacher's method of sense-group reading aloud.As restricted by the quality and quantity of research targets and teaching time, many situations where reading aloud can be used should be studied further in the future. The author hopes that the findings of the study can provide some useful and practical suggestions for the teachers who are interested in the method of reading aloud.