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By studying the research questions, this study will provide teachers with new ideas for applying stratified teaching in the teaching process. Applying stratified teaching in English reading teaching is the first problem that should be solved before using stratified teaching. At the same time, the theoretical basis of this article, “Zone of Proximal Development” (Vygotsky, 1962), mentions that we should pay attention to the actual situation of students and promote their development. “Scaffolding” (Vygotsky, 1978) requires teachers to provide help for students’ learning. The research on this issue has great reference significance for teachers on how to provide help to students in the teaching process, and what kind of help they provide. This study mainly explores the application of stratified teaching to English reading teaching and the changes to students after applying stratified teaching. It is conducive to further confirming the positive significance of stratified teaching and promoting the application of stratified teaching to English reading teaching. 

Chapter Two  Literature Review

2.1 Research on Stratified Teaching

Scholars at home and abroad have made constant efforts to explore the practice and theory of stratified teaching, and have achieved certain results. By reviewing the development history of stratified teaching and the application of stratified teaching to specific teaching at home and abroad, it is helpful to summarize the experience and practice of better using stratified teaching in practice. 

2.1.1 Definitions of Stratified Teaching

Many scholars at home and abroad have defined stratified teaching. But most of them illustrate stratified teaching from the three main perspectives: firstly, some scholars maintain that stratified teaching is a teaching method used in the teaching process. For example, Sun (1989) mentioned that stratified teaching is an educational and teaching method. In Sun’s view, stratified teaching should stratify students based on their learning status, psychological characteristics, and cognitive level differences under the class teaching system, in order to timely guide various types of students to effectively master basic knowledge, receive ideological education, and cultivate their abilities. Nunley (2003) pointed out that stratified curriculum and assessments can be used to attract learners’ attention, enhance their higher-quality thinking, and enhance their sense of responsibility. It is believed that stratified teaching is a method of promoting students’ learning. From the viewpoints of the above scholars, it can be seen that they regard stratified teaching as a method of promoting students’ learning.

2.2 Theoretical Basis of This Study

Vygotsky’s theory “Zone of Proximal Development” and “Scaffolding”, and Bloom’ “Mastery Learning Theory” provide a certain theoretical basis for the stratified teaching of English reading in senior high schools. The theories of the two educators provide certain theoretical guidance for the feasibility of stratified teaching and how to implement stratified teaching. 

2.2.1 Vygotsky’s “Zone of Proximal Development” Theory

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