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tointerpret the mental image from the given text through the interaction between bothconceptual knowledge(e.g.,vocabulary knowledge,metalinguistic knowledge)andprocedural knowledge(e.g.,reading strategy)and reading the text(Sun.et al.,2021).

Reading comprehension ability is essential for understanding texts and is criticalfor success in school,in society,and in the workplace(Oakhill,Cain,&Elbro,2014).Yet,it is not a simple skill,needing both fluent decoding abilities and strong languageproficiency because both need to be promoted through reading instruction(Oakhill etal.,2014).The rationale for explicitly teaching comprehension skills is that it can beimproved by instructing students to employ particular cognitive techniques or applystrategic reasoning when they encounter difficulties comprehending what they arereading.Although readers pick up some of these techniques on their own,explicit orformal instruction in using comprehension strategies has been demonstrated to bebeneficial in improving understanding(Langenberg,D.N.2000).

2.2 Previous Studies of Reading Comprehension

This section mainly discusses factors affecting reading comprehension and somestrategies corresponding to those factors.As it was found that reading comprehensionhas something to do with reading strategies,some strategies will be covered.

2.2.1 Studies at Home

Reading comprehension is a complex process,engaging many elements.This partwill shed light on determining the main factors affecting Chinese students'readingcomprehension.Following are some factors that were discussed in many studies.

First,the language learning environment affects students'reading comprehension,which mainly talks about foreign languages and second languages.English is aforeign language in China,which means English is not commonly used in social orpersonal environments.That would lead to insufficient reading amount(Min,2018),which has some intermediate effect on students'reading comprehension(Liao et al.2021).Yang(2016)categized the factors into situational factors and individual factors.And one of the situational factors is language environment(ESL/EFL).Therefore,teachers should recommend more authentic reading materials and encourage studentsto read in English.

Second,cultural differences hinder students'reading comprehension.Jiang andGao(2009)stated that cultural difference is one of the three most important factorsthat hinder EFL students'English reading comprehension.Especially theconnotation of some words and phrases,the meaning of slang,jargon,idioms,andproverbs,relevant background knowledge,and differences between English andChinese in word choices,sentence patterns,and text structures are all cultural factorsthat affect Chinese students'English reading comprehension(Xie,2018).

Chapter Three Theoretical Framework .............................. 24

3.1 Dual Coding Theory ............................ 24

3.2 Cognitive Load Theory ...................... 26

Chapter Four Methodology ............................ 30

4.1 Research Questions .................................... 30

4.2 Research Methods ............................ 30

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