The Study on the English Reading Anxiety and Reading Achievements of High School Students

English learning in high school is a process of integrated development of language knowledge and language skills,and a process of continuous improvement of learning ability.English reading plays an important role in high school English learning.This study attempts to explore the correlation between English reading anxiety and English reading performance and to help high school students improve their English reading achievements,providing individual cases and suggestions to senior high school English teachers.

Relationship between Computer-Based Reading Activities and Reading Achievements among Hong Kong and U.S.Students:A Comparative Study Using PIRLS 2011 Data

Reading for personal interest and acquiring and using information using various reading processes are important parts of reading literacy that students need to develop in order to progress successfully through their schooling and fully function in the information society.Computer assisted reading instructional activities are assumed useful in improving the reading literacy of students,especially reading processes.However,students in Hong Kong and the US demonstrated a substantial performance gap in reading proficiency.Using the data from Progress in International Reading Literacy(PIRLS)2011,this study examines whether and to what extent four computer-based reading instructional activities influence students’performance in reading processes central to reading for interest and acquiring and using information in Hong Kong and the US.It found that computer-based reading activities are associated with students’literacy performance in different ways in the two places.In particular,the more often Hong Kong students used the computer to read,the lower the reading achievement in all reading processes measured.However,in the US context,using the computer to write is positively associated with students’reading scores in all reading processes while using software is negatively related to their reading performance in using all the reading processes.

A Multilevel Analysis of Asian Immigrant Children’s Reading Achievement in the Early Years:Evidence from the ECLS-K Data

This study investigates 1.5 generation1 Asian immigrant children’s(n=264)early literacy achievement patterns,treating them as a heterogeneous group.Specifically,the within-group variances in reading achievement from kindergarten to third grade are examined,drawing on four waves of data from the ECLS-K class of 1998-1999.Our analysis shows that ethnicity plays a role in shaping the children’s initial reading readiness and later growth,but the effects of languages spoken at home are not significant.Our analysis also demonstrates a persistent achievement gap between low-and high-socioeconomic status(SES)Asian groups.However,gender difference in terms of children’s reading development is not found to be significant.There is also no interaction between SES and the other factors such as gender,ethnicity and language backgrounds.

LEARNING STRATEGIES AND THEIR RELATIONSHIP TO LEARNING ACHIEVEMENT IN READING COMPREHENSION——A REPORT ON NON-ENGLISH MAJORS IN CHINA

This paper reports on a study of the relationship between learning strategies and reading comprehension. To establish the variables, a learning strategies’ questionnaire was administered to about 200 students in the second-year of a non-English majors degree course in a university in Changchun. Their learning achievement was established by their scores on a reading comprehension test. The relationship between learning strategies and achievement was then examined through the SPSS 8.0 statistical analysis system. It was found that cognitive strategies were the strongest predictor to reading achievement and four other variables (metacognitive strategies, social-affective strategies, reading habits and examination strategies) also demonstrated a significant relationship with reading achievement to differing degrees. Among these variables, social-affective strategies were the only negative predictor. In addition, a significant difference existed between the high-score group and the low-score group in the use of cognitive strategies, metacognitive strategies and examination strategies.