The Correlation Between English Reading Literacy And Reading Achievement In Junior Middle School Students

The core literacy of English subject starts from the perspective of educating people,including four aspects: language ability,cultural awareness,thinking quality,and learning ability.English reading literacy involves reading ability and reading character.That is in accordance with the demands of English subject core literacy.Through promoting students’ English reading literacy,we can enhance students’ reading ability,appreciation ability and comprehensive quality.On the basis of the goal and six dimensions of English reading literacy proposed by Professor Wang Qiang and Chen Zehang,the study aims to investigate the current situation of students’ English reading literacy and its correlation with their reading achievement in junior middle school.The research selects 196 participants from Langqi middle school.The following are the four research questions:1.What’s the current situation of students’ English reading literacy in junior middle school? 2.What is the correlation between students’ overall English reading literacy and reading achievement in junior middle school? 3.What is the relationship between each dimension of students’ English reading literacy and English reading achievement in junior middle school? 4.Is there any difference in English reading literacy between students with high reading achievement and students with low reading achievement? If so,what dimensions are they mainly reflected in?The main findings are as follows.Firstly,the general situation of junior middle school students’ English Reading Literacy is at an intermediate level,but there is a polarization between high score and low score group students.Secondly,junior middle school students’ English reading literacy is positively correlated with their reading achievement.Thirdly,the six dimensions of English reading literacy have a significant and positive correlation with students’ reading achievement.Lastly,there are great differences in the six dimensions of English reading literacy between the high score group and low score group students,with the dimension of reading experience differs most,followed by language knowledge,decoding ability,reading comprehension,reading habits and cultural awareness.The above findings demonstrate the uneven and insufficient development of English reading literacy among junior middle school students.Hence,the author provides three suggestions for English teaching.First,teachers should renew teaching ideas and cultivate students’ reading characters.Second,teachers should enrich teaching methods and cultivate students’ reading ability.Finally,teachers should expand learning resources and cultivate students’ reading learning methods.