Abstract
Reading is an ability that cannot be ignored in the process of learning and life. According to Krashen’s linguistic input hypothesis and Gardner’s theory of multiple intelligences, individuals have different reading levels. In the traditional mode of reading teaching, the whole class uses the same reading content, and this kind of reading can not improve the students’ reading ability. Therefore, teachers should innovate teaching methods and guide students to read graded reading. The study will conduct an empirical investigation with 24 volunteers aged 9-11 in graded reading in English classes based on the Lexile Framework for Reading with the assistance of a Reading Coach, using experimental methods, questionnaire surveys, and interviews. There are three research questions for this study. (1) How using the Lexile Framework for Reading can enhance students’ motivation and interest in reading; (2) How using the Lexile Framework for Reading can improve students’ reading literacy and English achievement. (3) How using the Reading Coach can improve teaching effect. The study’s results indicate that by analyzing students’ literacy levels, the Lexile Framework for Reading suggests reading materials that align with their reading ability and interests. This recommendation is based on the analysis of Lexile growth value and student evaluations. It is concluded that: (1) It can enhance students’ motivation and interest in reading. (2) It can improve students’ literacy in reading and English. Through feedback from teachers and students, it is concluded that: (3) Using the Reading Coach can improve the teaching effect.
Author Information
Xiao Xie, Jiangsu Normal University, China
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