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T , and therelationship between DCT and reading teaching. Besides, the author introduces thethe nature of reading, types of reading and previous studies at home and abroad.

2.1 Dual Coding Theory
This part mainly talks about the origin of DCT, the definition of DCT , the basicunits of DCT, the reading process in light of DCT . The author searched for a lot ofliterature to enrich this small part.Dual coding theory (DCT) was proposed by Allan Paivio (1971) from theUniversity of Western Ontario in his book Imagery and Verbal Process. And Sadoskiand Paivio (2001) proposed:“cognition in reading and writing consists of the activityof two separate coding system s of mental representation: one system specialized forlanguage and one system specialized for d ealing with nonverbal objects and events(e.g. mental imagery)” (p. 43). This m eans DCT is a cognitive theo ry. It consists oftwo representational systems - one verbal system and the other nonverbal system inthe process of reading.The verbal system processes linguistic input and stores linguistic infor mation.The nonverbal system deals with visual im ages and em otional reactions. Here isanother important term-mental imagery. Sternberg (1996) said:” m ental imageryrefers to mental representation of things ( objects, events, settings, etc.) that are notcurrently being sensed by the sense or gans” (p. 161). This indicates m ental imageryinvolve different kinds of sensory m odalities such as visual, aud itory, haptic,gustatory and olfactory.
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2.2 Reading
Listen ing, speaking, reading, writing and translating are the five basic skills ofEnglish learners. Reading, how ever, is the critical inpu t for the English learners.Students learn new knowledge by listening and reading, thus they can output byspeaking, writing and translating. Therefore, it is necessary to explo re the nature ofreading.Reading is traditionally considered as an accep table skill and focuses onlanguage comprehension. It is a psycholingu istic process. Writers encode a surfacelinguistic representation and readers build their own m eaning. From this point ofview, it is said that each word, each sent ence, and each text is meaningful, whereasmeaning is meant to be in the text and exists independently and separately fromwriters and readers. Therefor e, a failure of com prehension is attributed to languagedeficits, such as a word which is not in th e reader’s vocabulary, or a misapplied ruleof grammar (Carrel, P. & Eisterhold, J. C. 1983).Goodm an (1976) described reading as a “psycholinguistic guessing gam e”.When they read, readers will pick useful or available information. They do not haveto understand everything. Coady (1979) detailed Goodman’s (1976) view andsuggested that reading com prehension was understood with the help of readers’background and intellectual capacities and process strategies.W iddowson (1979) declared that reading was a process of com bining textualinformation with the information that readers bring to text. By this way , readingactivates readers’ knowledge in their mind, and in turn, can be im proved by the newinformation. Reading seems that readers try to talk with writers about the text. Leech(1983) added pragmatics into reading and pr oposed that reading was a complicated process of problem solving, decoding and encoding of writers and readers. Readingincludes grammar and social rules according to him.
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