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bsp;questions  are presented both from quantitative and qualitative perspectives. It contains two parts. Part one  reveals  the  findings  according  to  the  data  collected  from  the  pre-test,  post-test, pre-treatment  and  post-treatment  questionnaire.  Part  two  makes  discussions  of  each finding.  

5.1 Findings from Reading Comprehension Tests 

As is shown in table 5-1, the mean score of the experimental class is 25.7666 while the  mean  score  of  the  control  class  is  25.5533,  whose  discrepancy  is  only  0.2133. Therefore, there is no obvious difference between the two classes. In order to make the conclusion more convincing, independent sample t-test was conducted. From the t-test, we can see the p-level of the two classes is 0.628, which is much higher than the given significance  level  (0.05  was  chosen  as  the  statistical  significance  level).  Thus  we  can easily get the conclusion that the academic performance of the two classes was at the same level before the reading strategy training. By  comparing  the  data  of  the  pre-test  and  post-test,  we  can  clearly  see  that  after training,  the  experimental  class’s  students  have  made  great  improvement.  Before  the training,  the  mean  score  of  experimental  class  is  25.7666.  However,  after  12  weeks’ training, great changes have taken place: there is an improvement of 2.6889. Meanwhile, through the paired sample t-test, the p-level of the two tests is 0.016< 0.05, lower than the  given  significance  level,  which  showed  that  the  achievements  of  the  experimental class have been improved significantly. 

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Conclusion 

Reading  plays  an  important  role  in  the  EFL  teaching  and  learning  in  China. However, it is a common phenomenon of “high input, low output” in reading teaching. Especially  in  rural  junior  middle  schools,  traditional  bottom-up  reading  model  is  still applied frequently and great attention is drawn to grammar translation and explanation of language points. Students passively absorb what they are told or taught, and lack of monitoring and adjusting to their understanding of the reading material. Obviously, this kind of teaching and learning model cannot match the requirement and development of times nowadays. Therefore, the author conducted this study, trying to figure out a better way to deal with this problem. By referring to the previous researches concerning with reading  strategies  and  a  12-week  training,  it  is  testified  in  this  research  that  reading strategies  can  be  learned  and  turned  into  autonomous  and  procedural  knowledge through  systematical  practice, &nbs本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。