Research On The Application Of Sustained Silent Reading (SSR) In The Teaching Of English Reading For Elementary School Higher-stage Students

Reading literacy is the core literacy of students.For English learning,English reading competence is the basis and premise in the process of second language acquisition,as well as an important way to expand the international vision,acquire language knowledge and improve the comprehensive use of language competence,so reading plays an important role in English teaching.Primary school is an important stage in the development of reading.The main task of English teachers is to maintain students’ good reading habits and improve their reading skills.However,in the situation of English reading teaching in elementary higher stage is not optimistic.Due to the exam-oriented education,teachers tend to mechanically explain key words and grammar in class,thus ignoring the importance of reading process and leading to the loss of students’ interest in reading and even fear,which is not conducive to the development of students’ reading competence.In order to love reading in a relaxed environment for students,improve their reading and writing skills,and continue reading in silence,this has become a new goal for the English reading class in the elementary school.This study still applies to silent reading in primary school English class,aiming to stimulate students’ reading interests in an entertaining way,restoring the joy brought by reading itself,and then guiding students to form good reading habits,promoting the practice of sustained silent reading in the English reading teaching,Finally,effectively improve students’ reading performance and reform teachers’ reading levels.Based on the Input Hypothesis Theory and the Engagement Theory,the experimental study in this paper aims to verify whether the application of sustained silent reading in the elementary school higher-stage has a positive impact on students’ reading performance and interests.This study aims to answer the following three questions:(1)Whether the application of sustained silent reading can cultivate the reading habits of senior primary school students?(2)Whether the application of sustained silent reading can improve the reading competence and interest of elementary school higher-stage students?(3)What impact does continuous silent reading have on English lessons?In this study two homogeneous city in Anhui province experimental school class as experimental object,one of which is that in comparative classes,and the other one is the experimental classes,a total of 92 people,respectively using the questionnaire survey method,experimental method,the literature research to collect data and carry out a four-month experiment research,thus carries on the analysis and discussion,finally draw the conclusion.First of all,before the experiment,this study investigates the situation of English reading teaching in elementary higher stage by means of questionnaire survey,and then two homogeneous classes were selected to ensure that the comparative class and experimental class are more representative in data.Secondly,the test control class adopts the traditional method of reading education,and the experimental class adopts continuous silent reading for learning.The reading test was conducted twice before and after the test,the results were obtained by comparing the data from the pre-test and post-test.In addition,the author also distributed and collected questionnaires to the students again after the experiment,so as to ensure that the experiment can be more scientific and comprehensive research on the application effect of sustained silent reading in the teaching of English reading in elementary school higher-stage.Finally,SPSS23.0 software is used to analyze and discuss the data,then the final conclusion is drawn.The results show that sustained silent reading has a significant positive effect on the reading literacy of elementary school higher-stage students,the main performance is as follows: the reading scores of the experimental class improved in different degrees,no significant differences were found between control groups,students in the experimental class are active in reading and their interests in reading have significantly improved.In general,higher-stage reading teaching can indeed improve students’ reading competence and interests.Finally,the limitations of this study are as follows: the subjects of the experiment do not include fifth graders;The experiment period is short;pre-test and post-test topics can be more varied.