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eclarative knowledge, procedural knowledge, and conditional knowledge.

Declarative knowledge refers to knowledge about it-self and strategies which be used. Procedural knowledge refers to knowledge about how to deal with tasks. Conditional knowledge refers to knowledge about when and why to use strategies. Conditional knowledge is significant because it can offer help to students, to help them use studying strategies more effectively (Reynold, 1992). It also makes students adapt to changeable situational demands of task they have.(Schraw, 2001).

The other part of Brown’s framework is metacognitive regulation, which means a part to regulate and monitor learning. It includes planning activities, monitoring activities, and examination achievements. Planning activities refers to choosing proper strategies and the assigning resources which would influence performance. Monitoring activities refers to monitoring, scheduling and adjusting strategies in learning. Examination achievement refers to evaluating the out-coming after adopting proper strategies.

3.2 Theoretical Framework of Metacognitive Strategy

On the basis of Flavell’ study, O’ Malley& Chamot (1990) defines metacognitive strategies as thinking in learning process, planning for learning, monitoring in comprehension process and production while it is occurring, and self-evaluation after the learning activity has been done. Cohen (1998) believes metacognitive strategy is activity of pre-assessment, pre-planning, ongoing planning, self-evaluation, and post-evaluation in language learning activities. He Guangqian (2002) says metacognitive strategies include knowledge of using proper cognitive processes, adopting plan, evaluating and monitoring. And make sure goal of reading , and adjust reading speed and choose proper strategies according to actual situation, so it also includes communicating with others to increase confidence or decrease interference in reading. It can be classified into three categories: planning, monitoring and evaluating strategy. It is the requirement to successfully plan, monitor and evaluate learning activity, and plays crucial role in improving learning effects. Metacognitive strategies belong to learning strategies, and they are implemented skills on high level which have function of management.

3.3 Reading Theory

We have made a brief introduction of the definition and classification of metacognition in content of former part. The following part will make a review about reading theory. As for the reading theory, this part will be dealt with some models:

3.3.1 Bottom-up model

Data-processed model, which Gough (1972) proposed, is sprung from traditional semantics. It shows the whole process from catching sight of words to know the meanings of them. That is to say, it is starts from the recognition of the isolated units such as letters and words on the lower level to the high level such as sentences. And data-processed model also can be called as bottom- up model. As for experimental research, Gough describes the process of reading to be a series of isolated but coherent reading processes. That is letters—words—groups of words—sentence patterns—sentences—passages—chapters. Data-processed model emphasizes information transforming from low level to high level, and it is processed in high level. Process i