The Influence Of Syntactic Awareness On English Reading Comprehension Of Students With Bad Middle School And Their Intervention Research

Syntactic awareness is an important condition of the source for individual to obtain accurate text information in discourse. Reading comprehension as a kind of complex information processing of language, the key factor of reading fluency for individual is to understand the text information from phonetic, lexical, syntactic and semantic layers. Specific property of language, learning environment and cognitive ability of individual are closely related to the development of reading comprehension, which is an important language skill of English learning. To explore the junior high school students especial with the learning disability by reasonable method to improve their ability of read comprehension effectively which is the main way to obtain knowledge skill and develop comprehensive language ability.This study combined with individual's the development of special language cognitive ability and general cognitive ability and integrated the points of individual's top-down processing and bottom-up processing of language learning, then took the holistic thinking on the areas particularity and generality on the basis of predecessors'research. The research subjects were 168 third grade students from two junior high schools in Shiqian county of Guizhou province. The relevant variables with syntactic awareness, working memory and vocabulary knowledge were compared in this study which is the important factors of English reading comprehension. At the same time, syntactic awareness was subdivided into three dimensions with Sentence element partition, sentence expressions and sentence pattern transformation based on the related individual's cognitive processing of language in order to explore the inherent characteristics and the influence of reading comprehension for students with learning disability. Then tried to conceive reasonable intervention design and implemented a ten-week for 8 students with learning disability according to the relative research result so that inspected the effect of academic intervention results and verified the validity of the experimental test results.It found that there are four main results in this study. Firstly, the development of the ability English reading comprehension lags behind for students with learning disability, which shows the consistent in failure group. Secondly, the level of English syntactic awareness is not high for students with learning disability. Syntactic awareness is significantly positive correlation with reading comprehension, which is an important predictor variable and its forecast explain effect reach 44% is greater than the working memory and vocabulary knowledge. Thirdly, the higher accessing levels of syntactic awareness, the greater the explain effect for the forecast of reading comprehension. Sentence element partition function for the forecast of reading comprehension is greater than the sentence expressions and sentence pattern transformation. Finally, syntactic awareness intervention for students with learning disability has a positive role in promoting the development of their English reading comprehension and syntactic awareness relative language ability. The effectiveness of the experimental test results is verified by the syntactic awareness intervention. Then some teaching suggestions are given on the basis of the study results.