The Impact Of Reading Metacognitive Strategy Training On English Reading Competency Of Students With Learning Difficulties In Junior High School

School education should be student-oriented,and all students should be respected and taught equally at the basic education stage.Students with learning difficulties commonly exist at school.They are important in all students.Students with learning difficulties of English subject commonly have problems in reading metacognition.Their reading metacognitive level is not high,so they cannot effectively plan,monitor or regulate their reading activities.And they are short of necessary reading strategy knowledge,or they cannot use reading strategies effectively to promote the effective reading.All these affect English reading competency and the whole English learning of students with learning difficulties.To realize education fairness,schools and teachers should promote the transformation of students with learning difficulties and the improvement of their English reading competency.First,the students’ reading metacognitive strategy application situation in Grade Seven of a rural junior high school in Yangzhong is investigated in this study.Students in Grade Seven also attend the reading pre-test.Selected students with learning difficulties are interviewed before training.It helps fully know the current reading metacognitive strategy application situation of students with learning difficulties.Then,the reading metacognitive strategy training is conducted for those selected students with learning difficulties in the experimental group.They are taught to use reading metacognitive strategies and cultivate the awareness of using reading metacognitive strategies.After training,students in Grade Seven attend the reading post-test.Students with learning difficulties in the experimental group are investigated and interviewed after training to help know their reading metacognitive strategy application situation again.Finally,SPSS software is used to analyze the results of the questionnaire before and after training,reading pre-test and post-test.Combining with the results of the interviews before and after training,it is to examine the impact of the reading metacognitive strategy training on English reading competency of students with learning difficulties.The results of this study show that students with learning difficulties of English subject have limited knowledge of reading metacognitive strategies at first.Their reading metacognitive level is not high.They cannot effectively use reading metacognitive strategies to plan,monitor or evaluate their reading activities.After the reading metacognitive strategy training for students with learning difficulties of English subject,the training subjects’ reading metacognitive strategy application frequency is increased,and they get the knowledge of reading metacognitive strategies and reading strategies.They consciously use reading metacognitive strategies to plan,monitor and evaluate their reading activities.The reading metacognitive strategy training helps students with learning difficulties cultivate their awareness of using reading metacognitive strategies in the reading process.Students with learning difficulties practice reading metacognitive strategies with reading materials and summarize reading experience about using reading metacognitive strategies in the training process.The training improves the reading metacognitive level of students with learning difficulties.Compared with the reading performance of students in the control group before and after training,the reading performance of students in the experimental group is improved obviously after training.Students in the experimental group use reading strategies better to finish reading tasks after training.And they do better in getting,concluding,analyzing and evaluating contextual information for articles.The training helps improve English reading competency of students with learning difficulties in the experimental group.In a word,the reading metacognitive strategy training in this study has positive influence on the promotion of the reading metacognitive level and English reading competency of students with learning difficulties.