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y to develop students’ language ability as a whole, and it canenable students to actively participate in learning activities in class and to improve teaching English readingin middle school’s current situation.
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Chapter Two Literature Review

2.1 Research abroad
A glance through those two decades of research reveals some significant findings that will affectyou and your approach to teach reading skills.The bottom-up model assumes that reading is a transforming process from exterior structure of a textinto its deep structure. According to the model, the reader is just a receiver of information from the writtentext and provides nothing for the text. Actually the written text and the reader have no real interaction. Themodel exaggerates recognition of language so much that the teacher is like supervisor spreadinginformation, students taking in the knowledge, without a sense of taking the text as a whole.Goodman(1975) conspicuously developed a psycholinguistic reading model, with emphasis on theactive and cognitive process, which is known as “the top-down approach.”In top-down reading process, “to work on meaning of the text, the reading usually makes predictionsand guessed about a text by using his previous knowledge and experience, based on the schema they havedeveloped.” Carroll describes the bottom-up approach as “a process from the phonological level, thehighest one, in such a way that the lower levels of processing operate with no influence from the higherlevels.” (Carroll,2000)
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2.2 Research at home
There are many articles about the teaching English reading at home, but little independent discussion ofsystem. Most scholars take it as a kind of class teaching skills or the teaching steps. In this chapter, theauthor discuss the reading from the definition, the principles , the strategies ,the type of classroomreading performance, the basic requirement and the theoretical basis of teaching English reading research inrecent years in China, the integrative approach of teaching English reading, communicative competence. Reading can be defined simply as making meaning from print. Four key elements combine in theprocess of making meaning from print: the reader, the text, reading strategies and fluency. Reading is aprocess of readers combining information from a text and their own background knowledge to buildmeaning. Meaning does not rest in the text. The reader’s background knowledge integrates with the text tocreate the meaning.(David Nunan 2012)The goal of reading is comprehension. Fluent reading is defined as the ability to read at an appropriaterate with adequate comprehension. Strategic reading is defined as the ability of the reader to use a widevariety of reading strategies to accomplish a purpose for reading. Good strategic readers know what to dowhen they encounter difficulties. The text, the reader, strategies, and fluency together define the act ofreading. Meaning is at the core of what reading is. If no meaning is communicated then something otherthan reading is happening. There is an expectation that when we read, we will do something with what wehave read. For example, we will place a phone call to the correct telephone number because we have foundthe number in the telephone book, or we will talk to a family member or a friend about something that wehave read. We will write a r本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。