The Impact of Theme-Based Graded Multi-Text Reading Instruction on High School Students’ Reading Character
Year: 2025
Type: article
Abstract: This paper, taking 100 senior secondary school students in Sichuan as the research object, explores the effect of thematic meaning-based English multi-text reading teaching on reading character of senior high school students. The author uses research tools such as questionnaire survey method, test method, and interview method to conduct experimental research, attempting to answer the following research questions: 1) What is the current situation of high school students' English reading character? 2) After thematic meaning-based multi-text reading instruction, what changes have taken place in high school students' English reading habits? 3) After thematic meaning-based multi-text reading instruction, what changes have occurred in high school students' English reading experience? This study supplements existing research on multi-text reading instruction.
DOI: 10.54691/avhae633
Author: Yujia Li
Institution: China West Normal University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4410712161