An Action Research On Graded Reading To Improve Senior High School Students’ English Reading Literacy From The Perspective Of Key Competencies

With the deepening of the curriculum reform of basic education in China,reconstructing the goal of education and optimizing the path of education around subject key competencies have become the theme of research and practice in primary and secondary school education and teaching.In this context,English reading literacy has received unanimous attention from English teaching researchers and practitioners because of its importance in students’ language development,test assessment and whole-person development.At present,there are still some problems in senior high school English reading teaching,such as paying too much attention to skill training,ignoring human development,fragmented reading,and rigid reading teaching modes.In recent years,graded reading has provided educators with a new perspective on reading teaching.The positive effects of graded reading in English learning have been confirmed by scholars at home and abroad,but there are few studies,especially action research,on the effects of graded reading on English reading literacy in China.The existing related studies also focus on the primary school stage.On this basis,this study applies graded reading to senior high school English reading teaching to explore the effectiveness of graded reading in improving senior high school students’ English reading literacy from the perspective of key competencies.According to the English reading literacy framework proposed by Wang Qiang and Chen Zehang in 2016,reading literacy is divided into reading character and reading ability.Therefore,this thesis mainly focuses on two aspects of English reading literacy as research questions as follows:(1)What are the effects of graded reading on senior high school students’ reading character from the perspective of key competencies?(2)What are the effects of graded reading on senior high school students’ reading ability from the perspective of key competencies?The researcher conducted a three-month action research with 40 students from a senior high school in Shenyang.During the study,the Bookworm Oxford Bilingual Reading Series were mainly used as the graded reading materials,and a pre-reading guidance-student self-reading-post-reading discussion teaching model was adopted.The research instruments included questionnaires,tests,and interviews.Through the analysis and summary of the data,the researcher drew the following conclusions:(1)Graded reading can improve senior high school students’ reading character from the perspective of key competencies;(2)Graded reading can improve senior high school students’ reading ability from the perspective of key competencies.