Factorial Analysis On The Achievement Of English Reading For The Students In Rural Middle Schools

English listening, speaking, reading and writing are the main task in English language teaching. English reading is not as simple and convenient as listening and speaking, but is more official and practical. English reading is a big problem for some Senior high school students and it must be solved. So developing English reading ability is important in English language teaching. This paper mainly studies the main factors which affect English reading on Senior high school students by emphasizing the characteristics of rural senior middle schools, i.e. this present article tries to find out the relevant factors impacting the students from the schools of rural areas and the ways to improve English reading teaching.Based on second language acquisition theory, Schemata theory, context theory, etc., this paper designs a particular questionnaire for rural middle schools, and synthetically uses method such as theoretical reasoning, experimental survey and statistic analysis to probe into the factors that impact on English reading. Going through a series of steps including data sorting, item analysis, reliability analysis, factor analysis, this paper verifies not only the reliability of the questionnaire, but also the test results. Factorial analysis suggests that the external facilitation, psychological regulatory ability, basic knowledge and learning ability, reasoning and comprehension ability, learning conditions, intelligent quality and self-training, interest converting ability are the key effective factors which influences English reading in rural senior schools such as Jianyang NO.1middle school.Based on the factorial analysis this present paper concludes that the way for the schools to break through the bottleneck of English reading teaching includes enhancing English education investment, improving English reading teaching effectiveness from the perspective of both students and teachers, applying teaching methods in accordance with students’ individual ability, and attaching importance to the improvement of learning environmental, etc.