A Correlation Study On The Students’ English Reading Strategies And Reading Achievement In Senior High School

In English learning,reading can expand students’ vocabulary and improve their English.However,in a non-English speaking country,students often encounter many difficulties in reading and adopt a relatively single strategy.According to this phenomenon,teachers should pay more attention to enhance students’ reading strategies in teaching,so that students can master some reading strategies for independent reading.This study adopts the reading strategy survey scale compiled by the learning strategies study of Baker and Bookit(2004),conducts a questionnaire survey on 211 fresh students of a senior high school,and collects the reading scores of these students in the mid-term exam.SPSS22.0 is used to analyze the obtained data.In order to know the usage of reading strategies of senior high school students in learning English,this paper analyzes the use of reading strategies in senior high school.It is hoped that this study can give teachers and students a deeper understanding of reading strategies,and promote the progress of teachers’ reading teaching and the improvement of students’ reading ability.The following three questions are raised:(1)How do senior high school students use English reading strategies?(2)Are there differences in reading strategies used by students with high and low scores?(3)What is the relationship between senior high school students’ English reading strategies and their English reading achievements?The results show that:(1)The frequency of senior high school students to use English reading strategies is at the medium level.From the point of the dimensions,students prefer compensation strategy to meta-cognitive strategies,cognitive strategies and memory strategies.These three strategies belong to medium level,but social strategy and affective strategy are rarely used by students.(2)There are differences between high and low score students in the use of reading strategies,which are mainly reflected in cognitive strategies,metacognitive strategies and memory strategies.(3)There is a certain correlation between senior high school students’ English reading strategies and reading achievement.Among the six dimensions of reading strategy,cognitive strategy,memory strategy and metacognitive strategy are positively correlated with reading achievement.Based on the results,this study puts forward relevant teaching suggestions.Teachers should constantly improve their professional knowledge and skills and learn more knowledge.Teachers need to make full use of the new textbooks to cultivate students’ independent reading ability.Teachers should pay attention to the development of different students,and cultivate students’ extracurricular reading habits,so as to improve their reading level.