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高中生英语阅读策略培训实证研究.docx

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高中生英语阅读策略培训实证研究 Introduction Readingisanessentialskillthatplaysacrucialroleintheacademicsuccessofstudents.Inhighschool,studentsareexpectedtoreadandcomprehendcomplextextsacrossmultiplesubjects.However,notallstudentsareequippedwiththenecessaryreadingstrategiestotacklethesetextseffectively.Therefore,itisessentialtooffereffectivereadingstrategytrainingprogramsthatenablestudentstobecomeskilledreaders.ThispaperaimstoinvestigatetheimpactofhighschoolstudentEnglishreadingstrategytrainingprogramsontheirreadingcomprehensionandacademicperformance. Background Theabilitytocomprehendtextsiscrucialinlearningandacademicsuccess.However,manyhighschoolstudentsstrugglewithreadingcomprehension,especiallyinEnglish.AccordingtotheNationalAssessmentofEducationalProgress(NAEP),26%of12th-gradestudentsintheUSperformatorbelowthebasiclevelinreading(NationalCenterforEducationStatistics,2019).Thisindicatesthatmanyhighschoolstudentslackthenecessaryreadingskillstounderstandcomplextexts.Moreover,readingdifficultiesamonghighschoolstudentsareattributedtoinadequatereadingstrategies(Kilpatrick,2015). Severalfactorscancontributetoastudent'sinadequatereadingstrategies.Oneoftheprimaryfactorsisthelackofproperreadinginstructioninschools.However,evenwithproperinstruction,manystudentsstillstrugglewithcomprehensionduetoindividualdifferencesincognitivedevelopment(McNamara&Magliano,2009). Giventheimportanceofreadingcomprehensioninacademicsuccess,itisessentialtooffereffectivereadingstrategytrainingprogramsthatenablestudentstobecomeskilledreaders.Therefore,thisstudyaimstoinvestigatetheimpactofhighschoolstudentEnglishreadingstrategytrainingprogramsontheirreadingcomprehensionandacademicperformance. Methodology Participants Thestudyinvolved50highschoolstudentsfromtwoschoolsintheUS,withanequalnumberofmalesandfemales.Theparticipantswereingrades10-12,andallwerenativeEnglishspeakers. Design Thestudyemployedaquasi-experimentaldesignwithpretest-posttestcontrolgroup.Theparticipantswererandomlyassignedtoeitheratreatmentgroupora