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【Abstract】How to improve the English reading level of the junior high school students has been always the topic concerned by both research experts and English teachers. Reading is not only one of methods to get information for a foreign language learner， but also a difficulty in English learning. English reading ability is the basis and premise of developing other language skills. Therefore， educating and raising the students’ abilities of reading is so important. The use of reading strategies can improve students’ reading motivation， improve students’ reading ability and it plays a crucial role in reading classroom. This research attempts to analyze the following question through questionnaire survey： Are there significant differences in the use of reading strategies among students of different genders？
【Key words】English reading； English teaching of reading； English reading strategies
【作者簡介】岳小烨，延安大学。
1. A Brief Introduction
English is an international language. It has become the main tool of our country’s opening up and international communication. Only by effective reading can people understand and obtain information to the fullest extent. Most of the knowledge we acquired comes from reading， and reading is one of the main ways for learners to accept foreign language input. This indicates that reading ability is one of the main aspects of learners’ language proficiency. Unfortunately， the phenomenon of “high input， low output” of the English reading teaching in our country is very common. Therefore， it is necessary to study the English reading strategy of junior high school students.
2.Research on the application of English reading strategies for junior high school students
The question to be studied is： Are there significant differences in reading strategies among students of different genders？
We set boys and girls as independent variables， and 43 problem and strategies of five types of points as the dependent variable， and analyze them by using the independent sample T test. In the end， the test results are drawn.
In the cognitive strategy， the mean of the boys was 3.5908， while the mean of the girls was 3.6191， and the mean of the girls was slightly higher than that of the male students. The sig value in the independent sample test was.760. Therefore， students of different genders had no significant difference in the use of cognitive strategies in reading strategies.
In the meta-cognitive strategy and social affective strategy， the mean of the male was 3.3917， while the mean of the female was 3.3596， and the mean of the female was slightly higher than that of the male students. The sig value in the independent sample test was.060， which is slightly higher than.05. Therefore， there is no significant difference in the use of metacognitive strategies in reading strategies. In the communication strategy， the mean of the male was 3.0900， while the mean of the female was 3.2263， and the mean of the female was slightly higher than that of the male. The sig value in the independent sample test was.391. Therefore， students of different genders had no significant difference in the use of communication strategies in reading strategies.
In the resources strategy， the mean of the male was 3.0000， while the mean of the female was 3.3684， and the mean of the female was slightly higher than that of the male. The sig value in the independent sample test was.215. Therefore， students of different genders had no significant difference in the use of resources strategies in reading strategies.
3. Conclusion and Suggestions
Based on the above results， it is an important task to cultivate students’ English reading strategies and improve their English reading ability. There are some limitations and shortcomings in this research， but the results still have some enlightening effects on junior English teaching. Firstly， it is suggested that we should recognize the importance of reading strategies in future English teaching and carry out reading strategy teaching. Secondly， teachers should analyze and evaluate their reading strategies. Students should use reading strategies effectively to improve their English reading skills.
【Key words】English reading； English teaching of reading； English reading strategies
【作者簡介】岳小烨，延安大学。
1. A Brief Introduction
English is an international language. It has become the main tool of our country’s opening up and international communication. Only by effective reading can people understand and obtain information to the fullest extent. Most of the knowledge we acquired comes from reading， and reading is one of the main ways for learners to accept foreign language input. This indicates that reading ability is one of the main aspects of learners’ language proficiency. Unfortunately， the phenomenon of “high input， low output” of the English reading teaching in our country is very common. Therefore， it is necessary to study the English reading strategy of junior high school students.
2.Research on the application of English reading strategies for junior high school students
The question to be studied is： Are there significant differences in reading strategies among students of different genders？
We set boys and girls as independent variables， and 43 problem and strategies of five types of points as the dependent variable， and analyze them by using the independent sample T test. In the end， the test results are drawn.
In the cognitive strategy， the mean of the boys was 3.5908， while the mean of the girls was 3.6191， and the mean of the girls was slightly higher than that of the male students. The sig value in the independent sample test was.760. Therefore， students of different genders had no significant difference in the use of cognitive strategies in reading strategies.
In the meta-cognitive strategy and social affective strategy， the mean of the male was 3.3917， while the mean of the female was 3.3596， and the mean of the female was slightly higher than that of the male students. The sig value in the independent sample test was.060， which is slightly higher than.05. Therefore， there is no significant difference in the use of metacognitive strategies in reading strategies. In the communication strategy， the mean of the male was 3.0900， while the mean of the female was 3.2263， and the mean of the female was slightly higher than that of the male. The sig value in the independent sample test was.391. Therefore， students of different genders had no significant difference in the use of communication strategies in reading strategies.
In the resources strategy， the mean of the male was 3.0000， while the mean of the female was 3.3684， and the mean of the female was slightly higher than that of the male. The sig value in the independent sample test was.215. Therefore， students of different genders had no significant difference in the use of resources strategies in reading strategies.
3. Conclusion and Suggestions
Based on the above results， it is an important task to cultivate students’ English reading strategies and improve their English reading ability. There are some limitations and shortcomings in this research， but the results still have some enlightening effects on junior English teaching. Firstly， it is suggested that we should recognize the importance of reading strategies in future English teaching and carry out reading strategy teaching. Secondly， teachers should analyze and evaluate their reading strategies. Students should use reading strategies effectively to improve their English reading skills.