A Study Of Application Of The Graded Instruction To English Reading In Senior High Schools

China is a country that paid much attention on the quality-oriented education. Actually, students still must deal with the pressure of the examination in senior high schools. As to the examination, reading comprehension is a very important part which accounts for a large proportion in English test. So, many teachers are concentrated on the reading instruction. However, teachers all try their best to give students reading strategies and skills, without consideration with the individual differences among the students.In the class, teachers set the teaching goals, design teaching activities and make assignments through taking consideration into the students’ average reading ability. In fact, physiological and mental differences are exist among students, so that every student has the different level in reading interest and reading autonomy.In order to solve this problem, the author tried to do an experimental study through implementing the graded instruction to English reading classes in senior high schools. The author puts forward two research questions: 1) Does the graded teaching help to enhance students’ reading achievements? 2) Does the graded teaching help to improve students’ reading skills? The design of this experiment is based on the Wang Juan’s framework(2011) of the graded instruction, which has five aspects of grading, which including students’ gradation, aim gradation, instructing gradation, homework gradation and evaluation gradation.In order to prove the research questions, the author sets two parallel classes: an experimental class and a control class, and then uses pre-test, post-test, interview and questionnaire to these two classes. Based on the students’ reading scores and questionnaires, the author divided the class into three levels: advanced group, intermediate group and elementary group in the experimental class. In addition, the author designs various English reading tasks and homework for different levels’ students, and based on the students’ periodical reading scores, re-adjusts the group arrangement every two months.The author applies the questionnaires, pre-test, post-test and interview in the process of the experiment, after the data collection and analysis, the results show that compared with the students’ in control class, the students in experiment class have made significantly improvement on the reading achievement.