An Empirical Study on English Reading Strategy Training for College Students of Non-English Majors

This paper aims to conduct an empirical study on English reading strategy training for non-English-major college students. The instruments adopted include a 60-day training experiment, a questionnaire and an interview. Under the guidance of three Models of Reading, Schema Theory and Strategy Instruction Model, the results are summarized as follows: not all the reading strategies can develop equally and be mastered skillfully by the trainees. Among the six reading strategies trained, finding topic sentence ranks the first in good training effectiveness, followed by inferencing. The least effective training is on the instruction of structural analyzing strategy.