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In order to better understand the thesis, this section presents an overview of related concepts including the KWL reading model, classical reading models and English reading ability, which aims to provide a basis for further research.

2.1.1 KWL reading model

In this section, the author introduces KWL reading model from 4 aspects, which includes the proposal of the KWL reading model, the theoretical basis of the KWL reading model, as well as the steps and principles of implementing the KWL reading model.

2.1.1.1 The proposal of the KWL reading model

The KWL reading model was firstly proposed by Donna Ogle in 1986. It was designed for teachers to solve problems together with a group of students. To be specific, it is a three-step teaching instructional model for teachers to help students read in a systematic manner. Initially, the KWL model was mostly applied in expository text (Ogle, 1986). But now it is widely used in social studies, math, science, literature and other fields. The three letters in the name, KWL, are acronyms for Know, Want to know, and Learned. They cover the entire reading process, with the K relating to activities before the actual beginning of the reading, the W continuing during the reading, and L relating to activities after the reading. The letters in the name of KWL reading model stand for the whole process of reading, which starts with “what I KNEW”, moves to the generation of questions with “what I WANT TO KNOW”, and ends up with “what I LEARNED” (Ogle, 1992).

2.2 Relevant researches on the KWL reading model

This part aims to talk about the present researches on the KWL reading model at home and abroad.

2.2.1 Relevant researches on the KWL reading model abroad

The relevant foreign researches on the KWL model can be roughly divided into two directions. One is to emphasize the adaptations of the KWL model, the other is to test its effectiveness.

Donna Ogle first proposed the KWL model in 1986, and then, to expand the KWL model, Carrand Ogle (1987) added “Plus”, which mainly includes summarization and concept mapping. The first three steps are same as the KWL model. The first step is designed to activate students’ relevant background knowledge, and next step is to ask questions, finally, L is to read the text to find the answers of the questions. Under the guidance of the KWL plus model, students are encouraged to reflect and evaluate what they have learned. And, students need to write summary to describe what they have learned, so as to reinforce their learning.

Reid, Forrestal, and Cook (1989) extended the KWL model to the KWHLS. In this adaptation, the letter “H” stands for “how will I learn it and work with others? ”, and the letter “S” stands for “how will I share the information I have learned?” Mandeville (1994) believed that it could be more helpful to add personal evaluation to the knowledge of learning. Then, to expand the original KWL teaching model, KWLA model was proposed by Mandeville in 1994. This model emphasizes the students’ psychological feelings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。