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1.2 Major Assessment of reading in China
In today's English teaching context, the main form of Assessment used to evaluate leaner’s' readingperformance is pencil-and-paper tests which are usually held in the middle or at the end of the semester.Learners are required to finish a test within a limited time without referring to any material. Scores got intests are usually regarded as tool or criteria to ranking the learners. However, it is uncommon that thesekind of traditional pencil-and-paper tests sometimes disagree with long-term observation of actualperformance in daily life. Not only the high scores got in this way can hardly reflect the true level andability, but also strangled the creativity and positivity.Secondly, Pencil-and-paper test usually held in the end of semester. It fails to offer immediatefeedback to educators and learners. And it can't represent gradual process of improvements about learners’how to apply strategic knowledge needed to accomplish the task.Finally, the pencil-and-paper tests are not adequate and sufficient to evaluate student's comprehensiveability from muti-dimension and multi-angles.

Chapter 3 the Theoretical foundation.......... 27-49
    3.1 Schema theory.......... 27-28
        3.1.1 Types of schema theory.......... 27-28
        3.1.2 Implication of schema theory.......... 28
    3.2 Three Model of reading process ..........28-29
    3.3 Definition of reading comprehension ..........29-31
        3.3.1 The feature of fluent reading.......... 30-31
    3.4 Definition reading strategies.......... 31-32
    3.5 Classification of language strategy..........32-36
    3.6 The Instruction of reading strategies.......... 36-38
    3.7 The theory of multiple intelligence.......... 38-41
    3.8 The links between formative and portfolio.......... 41-49
Chapter 4 The research methodology.......... 49-61
    4.1 Research questions.......... 49
    4.2 Subjects.......... 49
    4.3 Instruments.......... 49-58
        4.3.1 Pre-test and post-test.......... 49
        4.3.2 Reading Strategies Questionnaire.......... 49-50
        4.3.3 Unstructured interview.......... 50-51
        4.3.4 Interview ..........51
        4.3.5 Construction of the portfolio.......... 51-58
    4.4 Procedures ..........58-60
    4.5 Post-testing of reading comprehension..........60
    4.6 Method of collecting the date.......... 60-61
Chapter 5 The results and discussion ..........61-86
    5.1 The reading strategy use in categories of experimental..........61-63
    5.2 Immediate Effects of Reading strategy on Reading.......... 63-76
5.3 The Difference between the Female and Male Students ..........76-84

Conclusion

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