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s,stimulatingstudents’interest in reading,expanding students’knowledge,and cultivating andenhancing students’reading skills.Moreover,Sustained Silent Reading can improvestudents’English scores,which will also have a direct impact on their furthereducation and employment.

Chapter Two Literature Review

2.1 Key Concepts

In this part,the author not only focuses on the developmental school ofSustained Silent Reading,and the basic connotation and basic elements of it,but alsothe definition of reading,the concept,components and the factors of English reading,and the components of English reading ability.

2.1.1 Sustained Silent Reading

Firstly,the development process of Sustained Silent Reading is introducedbriefly.In the 1930s,voluntary reading was begun to explore in foreign countries.Theidea of Sustained Silent Reading was first proposed in the 1960s by Lyman C.Hunt,who was a college member at the University of Vermont,and then this idea receivedthe affirmation from Robert A.McCracken and Marlene J.McCracken.After that,these two researchers then studied various ways of reading,and finally introduced theSustained Silent Reading mode.Trelease specifically describes the concept of“Sustained Silent Reading”in a whole chapter in his book The read-aloud handbook,proposing that“Sustained Silent Reading is the best partner for aloud-reading”(Trelease,1979).The most important purpose of reading aloud,in his opinion,is tostimulate students to enjoy voluntary reading.In school courses,this kind of readingmethod is called SSR(Sustained Silent Reading).

2.2 Previous Researches on English Reading Teaching At Home andAbroad

English reading teaching plays an essential part in English teaching,and is ofvital to the development of students’reading competence.As far as the Englishreading teaching is concerned,many scholars at home and abroad have made lots ofresearches on it.Therefore,in this section,the author gives a brief introduction ofprevious researches on English reading teaching at home and abroad.

2.2.1 Previous researches on English reading teaching abroad

At the very beginning,after studying the features of reading,three readingmodels have been proposed by scholars to make explanations for the process ofreading:the Bottom-up Model;the Top-down Model;the Interactive Model.Thethree models make contributions to the development of the theory of readingteaching and help to instruct the students’reading practice.Narrow reading makes itpossible for learners to contact the theme-related words and expressions based onthe given topics.Therefore,learners will become familiar with the vocabulary,which is the base of the Bottom-up Model.Moreover,through narrow reading,learners will obtain the relevant background knowledge and known concepts,whichare playing major parts in the Top-down Model.In this way,it’s beneficial to theInteractive Model.Now,the author will introduce these three reading models one byone.

Chapter Three Theoretical Bases ........................ 25

3.1 Input Hypothesis Theory ............................. 25

3.2 Reading Motivation Theory ....................... 29 

Chapter Four Research Design ............................ 34

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