The Impact of Theme-Based Graded Multi-Text Reading Instruction on High School Students’ Reading Character

Yujia Li

doi:10.54691/avhae633

Authors

Yujia Li

DOI:

https://doi.org/10.54691/avhae633

Keywords:

Thematic Meaning; Graded Reading; Multi-Text Reading; Reading Literacy; Reading Character.

Abstract

This paper, taking 100 senior secondary school students in Sichuan as the research object, explores the effect of thematic meaning-based English multi-text reading teaching on reading character of senior high school students. The author uses research tools such as questionnaire survey method, test method, and interview method to conduct experimental research, attempting to answer the following research questions: 1) What is the current situation of high school students' English reading character? 2) After thematic meaning-based multi-text reading instruction, what changes have taken place in high school students' English reading habits? 3) After thematic meaning-based multi-text reading instruction, what changes have occurred in high school students' English reading experience? This study supplements existing research on multi-text reading instruction.

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References

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