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As one of the primary ways of language input, reading plays an important role in English learning. More importantly, it is the key to become a lifelong learner for anyone (Huang et al., 2009). Reading is also one of the most important channels for learning a new language, and about 95% of new language knowledge is acquired through reading (Wen, 1995:115). In addition, reading comprehension accounts for the largest proportion of all types of exams in junior high schools, and reading skills are also the basis for learning other language skills and can, to some extent, influence the development of other language skills. The English Curriculum Standards for Compulsory Education (2022 Edition) (2022) hereinafter referred to as the New Curriculum Standards also mentions that “extensive reading allows students to experience a richer range of genres, so that they can gradually develop good reading habits, advance reading abilities, learn languages, humanities and science knowledge, expand their thinking and improve their aesthetic and evaluative skills through reading.” It can be seen that the importance of reading in foreign language learning is self-evident.

Although current regular reading instruction advocates the development of students’ discourse awareness and places an emphasis on the development of their reading skills and literacy, most teachers still focus more on vocabulary and grammar when teaching reading. Maybe this is beneficial to students’ acquisition of solid grammar knowledge and rich vocabulary, but it is difficult to develop reading skills that are beneficial to students’ future development and lifelong learning.

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1.2 Purpose of the Study

The study aims to examine the effectiveness of interventionist dynamic Assessment in improving junior high school students’ English reading performance and reducing reading anxiety. The study also tries to explore the relationship between reading anxiety and reading performance, and to investigate whether interventionist dynamic Assessment can help reduce anxiety and improve performance through the development and enhancement of reading skills.

The specific research purposes of this study may include:

Firstly, to assess the level of junior high school students’ English reading anxiety and reading performance. This will involve administering a test to assess students’ reading anxiety levels and conducting an assessment of their reading performance.

Secondly, to implement an interventionist dynamic assessment intervention that focuses on improving reading strategies and metacognitive skills. This will involve providing students with prompts and feedback to help them develop strategies to improve their reading performance and reduce their anxiety.

Thirdly, to measure the impact of the interventionist dynamic assessment on students’ reading anxiety and reading performance and investigating whether the intervention has differential effects on students based on their initial anxiety level.

Chapter Two Literature Review

2.1 Interventionist Dynamic Assessment

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