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According to the NCS, the level 3 requires students be able to read the text correctly, understand the written commanders, understand the general ideas of short stories or passages, learn to use dictionaries, and have at least 40,000 accumulated extra-curricular reading amount; in level 4, students should able to read the text correctly including practical writings and personal letters, catch clues from simple texts, guess the meanings of new words according to the text, know how the story happens and the reactions of correctors, and have at least 10,0000 accumulated extra-curricular reading amount; the level 5 requires students with much more advanced reading abilities for grade 9 students and the extra-curricular reading scale amounts to at least 150,000.

However, the disappointing fact is that middle school students’ reading ability is far from satisfaction, when they devote a great deal of energy to doing reading exercise. Here are four main problems which students have: 1) too slow reading speed and too less vocabulary; 2) too shallow understanding of the texts; 3) lack of extra reading exercise and cultural background knowledge; 4) lack of English language sense. To conclude, students are universally blind about what to read and how to read.

In traditional Foreign Language teaching, reading means study short passages in detail, including syntactic, semantic, and lexical analyses and translation into the first language to study meaning. Such a pedagogic practice--of focusing on the language of a text--may be justified as a language lesson, but it may very well be counterproductive as a reading lesson.

Over the past few years, some English educators tried to recommend some interesting stories after school, but students’ reading ability was not been improved as teachers expected due to their different literacy levels. Changshu Foreign Language Middle School (CFLMS) carried out an English education reform programme which use graded reading (GR) model to cope with individual differences in big classrooms. The author decided to probe the feasibility and validity of GR model based on the study of English teaching reform in CFLMS.

1.2 Significance

Readingskills have been regarded as the most important skills among the four skills (listening, speaking, reading and writing) which second language learners, especially those learning English as second language or foreign language, must master. The acquisition of any second language should be based on adequate reading. So is English. Middle school students should be initially cultivated the ability of getting information, processing information, and finally using information to solve the problems. Thus, good reading habits, effective reading strategies and high reading interest as well are essential. All these reading abilities will lay a sounded foundation for students’ further English study.

The graded reading model is the branch of graded teaching method which originates from Record of Learning written by Confucius in Warring States Period of China. It suggests that students should be educ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。