The Correlation Between Ability Of Reading Strategies And Reading Results In Junior High School

New Curriculum Reform emphasizes quality education and values training the comprehensive talents and requires the ability of lifelong learning. Therefore,foreign language teaching is not only to teach the language and language skills but also to help students master the methods and strategies, cultivate the awareness and form the ability of applying strategies.This paper studies the correlation between ability of reading strategies and reading results. Based on the surveys and studies, the author wants to seek the current situation about the usage of reading strategies in Haikou Junior High School, to analyze the reasons causing common problems in the process of reading; By comparing the changes of reading scores and psychological states before and after applying reading strategies, the author tries to prove the relevance between reading strategies and reading scores, to propose instructional strategies to solve the problems.In this paper, author takes a combination of qualitative and quantitative research methods. Questionnaires, experimental studies and interviews are the main research methods for this paper. The author focuses on the formation of reading strategies which includes strengthening the awareness of the strategies, consolidating the strategies and forming self-reflection abilities.There are five findings of this study. First, students in Haikou Junior High School English have the basic concepts about reading strategies, but they are not capable of applying them. Second, the most frequently used strategy is cognitive strategies, especially the trait strategy which refers to a stable consciousness without being affected by any situational characteristics. However, students are not good at using emotional strategy and state strategy. Besides, reading strategies and the ability of applying reading strategies are positively correlated to score. In addition, students’ reading psychological states and attitudes are changed after strategy training. Students are no longer afraid, anxious and evasive. They try to change themselves, enhance reading confidence and overcome reading difficulties.Based on the findings of this paper, the author provides five suggestions about teaching and learning English reading: Teachers should emphasis the guiding role of theory, especially language meme theory and schema theory; Teachers should employ cognitive rules in foreign language teaching; Teachers should help students raise awareness of reading strategies; Students should form the habit of reading and assessing learning outcomes; Teachers should assist students to enhance the motivation to read and develop self-confidence.