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However, it is important to point this out at the end of this study.The Lexile value and the GE value of seven students in Class B all meet the academicrequirements. The eight students of Class A who have an excellent foundation meet theneeds of grade two of junior high school (at the end of this study, they are in their firstsemester of junior high school). These findings powerfully demonstrate the need forsuch a study. At the same time, it also proves the great significance of this study forgraded reading teaching.

Chapter Two Literature Review

2.1 Key Concepts

2.1.1 Graded Reading

Graded reading means that learners should read with the comprehension of thelevel. Therefore, reading materials must be accessible for students to read and makethem pleasant (Krashen 1982). If the reading material is not easily readable, the studentswill not read promptly, and they may use dictionaries frequently to search for words. Ifthe reading material makes the students uncomfortable, they will be unwilling to readthem. Graded reading provides scientific reading methods and reading plans for childrenof different ages based on their intelligence and psychological development to providescientific and targeted reading materials (Miller 2016). Of course, graded reading is notthe only means of learning to read in a foreign language. However, the learner must dograded reading, mainly carried out after finishing the class (Anderson 2004). Andersonbelieves that graded reading is conducive to the development of vocabulary.

Graded reading materials are carefully designed for learners according to theirreading ability levels (Bamford& Day 2009). Graded reading’s complexity is within thestudents’ scope of understanding, and many high-frequency words are used there too.The pupils control the vocabulary. There are few rare words in graded reading materials,and 1.5% of unfamiliar words are sporadic in graded reading materials (Bruton 2002).With the improvement of the students’ reading levels, word count increases are as aresult, but the number of words that students don’t know is controlled within 2%. Andthis is in line with the teachers’ targets: the students could have already been familiarwith the 98% of the words when they read the articles. Graded reading materials arecomposed according to the vocabulary range of English learners rather than first nations English-speaking students. A few idioms in graded reading materials avoid complicatedwords that students may not be familiar with. However, some graded readers need tohave a specific cultural background (Krashen 1985). There are various types of gradedreading materials. Maybe it’s fiction or nonfiction. It can be written back or original.These books are scientifically ranked, from entry-level to a high level.

2.2 Related Studies on Graded Reading

2.2.1 Related Studies Abroad

Graded reading first appears in the native English-speaking countries of Britainand the United States. It has developed into a complete system, and lots of scholars havecomposed the relevant works in terms of graded reading. In 1863, American educatorWilliam H. Mcguffey compiled the first graded reading – The Eclectic Readers. Thebook series has been in widespread use since its publication. In less than a century,more than 100 million copies were sold. It g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。