阅读是一项非常复杂的心理认知活动。尽管目前英语教学质量不断提高,学习者仍然存在英语阅读障碍。本研究从认知心理学中的模式识别、记忆、知识表征三个视角去探讨英语阅读障碍的成因和对策。学习者构建陈述性知识和程序性知识整合的语言知识和经验,通过记忆的三级加工,实现对阅读材料的语言识别,从而有效克服阅读障碍。 Reading is a very complex psychological cognitive activity. Despite the continuous improvement of English teaching, learners still have English reading disabilities. This study explores the causes and countermeasures of English reading disorders from the perspectives of pattern recognition, memory and knowledge representation in cognitive psychology. Learners build the language knowledge and experience of integrating declarative knowledge and procedural knowledge, and realize the language recognition of reading materials through the three-level processing of memory, so as to effectively overcome the reading disabilities.