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els of interpretation and evaluation, which refers to the higher level of understanding of the text read. Wallace (2003) emphasizes that critical reading is the process of distinguishing between primary and secondary information in a text, discerning the facts and opinions that appear in a text, and thus analyzing the author’s intentions and judging his or her tone and attitude in order to infer the extended meaning of the text, fill in the missing textual meaning, and to reach a coherent conclusion. Kobayashi (2007) views critical reading as the readers’ transcendental understanding of a text through their critical thinking, old knowledge, and other information. Elder and Joe (2013) define critical reading as a thorough understanding of a text. 

2.2 Critical Reading Strategies

In this part, the author mainly expounds and summarizes the definition of critical reading and the research of critical reading at home and abroad.

2.2.1 Definition of Critical Reading Strategies

Foreign scholars hold different views on the definition of critical reading strategies. Garrigus (2002) proposes a hierarchy of critical reading strategies, in which basic critical reading strategies focus on sentence analysis, mainly identifying sentences, while higher level strategies focus on inferring information and evaluating the opinions of the text. Priozzi (2003) argues that critical reading strategies focus on digging deeper and exploring the information in a text, emphasizing the identification of important and non-important information, analyzing the rationality of structural connections, questioning the accuracy of arguments, distinguishing between fact and opinion, and clarifying the author’s attitude and tone. Pirozzi (2008) also provides his view on critical reading strategies. He considers that the key reading strategies are as follows: distinguishing important information from the text, drawing relevant inferences, distinguishing between the facts expressed and the opinions stated, determining the central idea and emotional content, and assessing the personal views expressed in the text.

Chapter Three Theoretical Basis .................................. 17

3.1 Schema Theory ............................. 17

3.2 Constructivist Learning Theory........................ 18

Chapter Four Research Design .............................. 21

4.1 Research Hypotheses ....................... 21

4.2 Research Subjects ...................... 21

Chapter Five Results and Analysis ............................. 37

5.1 Results and Analysis of the Tests ........................ 37

5.1.1 Comparison of Pre-test between the EC and the CC ...................... 37

5.1.2 Comparison of Post-test between the EC and the CC ..................... 38

Chapter Five Results and Analysis

5.1 Results and Analysis of the Tests

The author analyzes the scores of tests in the EC and the CC. 

5.1.1 Comparison of Pre-test between the EC and the CC

A pre-test is undertaken before the teaching experiment to verify that the reading performance of EC and CC students is essentially the same. The fu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。