Action Research On The Effects Of Graded Reading On Senior High School Students’ English Reading Character

The English Curriculum Standards for Senior High Schools(2017)puts forward the requirements that “teachers should carry out extracurricular reading activities,and ensure that the weekly extracurricular reading volume is not less than1,500 words,and the total amount is not less than 45,000 words.” According to English Graded Reading Standards for Chinese Primary and Secondary School Students(Experimental Draft),there are two parts in English reading literacy.One is reading ability and the other is reading character.It is an important way to promote reading literacy through cultivating reading character.Considering the actual situation of Chinese students,the draft provides them with a series of suitable reading materials according to their reading ability,age and characteristics.Considering the participants’ reading ability,the author selects suitable graded reading materials for senior high grade one students according to the draft and conducts action research.The author analyzes the impact of graded reading on senior high school students’ reading character through a semester action research,aiming to explore ways to improve students’ reading character through graded reading,and help teachers improve reading instruction and finally enhance students’ reading literacy.The participants of this study are 59 first-grade students who are from a high school in Nanchong and the action research lasts for 16 weeks.Interview and questionnaire are adopted and the research questions are presented as follows:1)What is the effect of graded reading on senior high school students’ English reading character?2)After the implementation of graded reading,are there any significant differences in English reading character between male and female students?3)After the implementation of graded reading,are there any significant differences in English reading character among high,medium and low-proficiency students?4)After one and a half months of finishing the research,are there any lasting effects of graded reading on students’ English reading character?The results are as follows: 1)Graded reading can improve senior high school students’ English reading character.2)After the implementation of graded reading,there are significant differences in English reading character between male and female students.3)After the implementation of graded reading,there are significant differences in English reading character between high and low-proficiency students.There is no significant difference in English reading character between high and medium-proficiency students.There is no significant difference in English reading character between medium and low-proficiency students.4)After one and a half months of finishing the research,the lasting effects of graded reading on students’ English reading character are not obvious.Finally,some suggestions are put forward according to the results,aiming to help teachers who want to cultivate students’ reading character by graded reading.