A Study On The Effects Of Writing-to-Read Model On Senior High School Students’ English Reading Comprehension Ability

Reading instruction is a significant link in English instruction and improving learners’ reading ability is also an essential goal for English instruction.Nowadays,English reading instruction generally adopts the task-based teaching methodology and PWP(pre-reading,while-reading,post-reading)teaching model,but they are deficient in helping students further understand the textual underlying meaning and cultural connotation.Actually,the integration between English reading and writing would be beneficial to students’ deeper understanding of the reading materials.The reformation of English test in the college entrance examinations has added the summary writing and continuation writing as two new question types.Therefore,taking summary writing and continuation writing,the mixed tasks integrating reading and writing,as the post-reading activities of English reading instruction can promote students’ English reading comprehension ability.Based on the Input Hypothesis,the Output Hypothesis and the Transfer Theory,this study tries to investigate whether the Writing-to-Read model adopting summary writing and continuation writing as the post-reading activities of English reading instruction can make for the improvement of students’ reading comprehension ability.Meanwhile,this research is supplemented by the questionnaire in order to explore the difference in students’ interest and frequencies.The participants were 93 students in senior 1 from No.6 Middle School of Anxi,Fujian.During a two-month English reading instruction,48 students in the experimental class got reading instruction based on the Writing-to-Read model,while students in the control class took traditional English reading instruction.This research attempts to answer the following three questions:(1)Can the Writing-to-Read model improve senior high school students’ reading comprehension ability?(2)Under the Writing-to-Read model,which kinds of reading skills can be significantly facilitated among guessing the new words,noticing details,making inferences,understanding the gist idea?(3)Which level of students’ reading ability can be mostly affected under the Writing-to-Read model?The results show that: firstly,under the Writing-to-Read model,compared with the control class,students in the experimental class improves significantly in the performance of reading comprehension ability,reading interest and reading frequencies.Secondly,students in experimental class perform better in the items of details noticing and inferences making.Although the posttest score of the items of gist and new words guessing have improved a little bit compared with the pretest score,the changes in score have not yet reached the significance level.Thirdly,the score of students at low proficiency level improves much more significantly,and then the following is the medium level group,and students at high proficiency level improve the least.In short,Writing-to-Read model adopted in English reading instruction can be advantageous for students to obtain a deeper understanding of the reading materials and can stimulate students’ reading interest and reading frequencies,thus elevating students’ reading comprehension ability.Therefore,a conclusion can be drawn that Writing-to-Read model is feasible and efficient for senior high school English reading instruction.