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1. Introduction：
Reading skills serve as a foundation for writing. Developed and mastered， effective reading skills give people the opportunity to learn new information about the world， people， events， and places， enrich their vocabularies， and improve their writing skills.
There are many reasons why getting students to read English texts is an important part of the teacher’s job. First of all， many of them want to be able to read texts in English either for their careers， for study purposes or simply for pleasure. Anything we can do to make reading easier for them must be a good idea.
2. Full-Scaled Implementation of the Solutions
2.1. Teach students reading techniques
No one has learned to swim by practicing the skills of backstrokes， flutter kicks or treading water while staying on the edge of the swimming pool. Yet， in the teaching of reading teachers often do just that. Rather than let the students into “the water”， teachers keep them in skills books learning rules about letters， syllables or definitions or words rather than letting them into the book itself， permitting them to be immersed in the language which comes from the authors as the readers try to reconstruct the written message. I teach my students to master reading techniques—skimming， scanning， overlooking unimportant words， and so on. For instance， find the key words. Ask students to find the key words while the first time they read the text， which will be a better way to understand the content.
2.2. Encourage students to understand the content
Certainly， it is important to study reading texts for the way they use language， how many paragraphs they contain and how many times they use relative clauses. But the meaning， the message of the text the main reason to read is for them. They have to their own purpose to read and reading must make sense， they have to find ways of doing something about it. They should be encouraged either to reread or to continue reading to gain meaning. But they must realize that the meaning is not in the teacher， but in the interaction between the reader and author. Students should be encouraged to ask themselves repeatedly， “Does this make sense to me？” Students should be encouraged to reject and to be intolerant of reading materials that don’t make sense.
3. Reading Practice Design
My hypothesis is that learners’ interest in reading practice is increased by better organized activities. In addition， my new assignment activities should have a real information value so that students have a real purpose to communicate. I designed four activities to be tried out in four weeks. And these activities are reported as follows.
4. Data Analysis
After four weeks’ action research， the results are listed as follows.
4.1. Students’ general impression of the project
The project here consists of 2 aspects： degree of interest， reading ability. I found out that generally speaking， there has been significant improvement after the implementation.
Interest：
Graph 1 shows that there is a drastic improvement in this regard. Most of the subjects who rank themselves in scale “like” and “like very much” amount to 50 students， while the percentage was only 40 students. The graph also shows no one dislikes reading practice after implementation. As the objective of our research is to enhance my students’ interest and ability， such a result is very encouraging. It proves that our implementation of the solutions is fruitful and effective. Yet， I shouldn’t be too optimistic， since there are still 10 students choosing 3. This implies that I should find out some other reasons to account for this fact， and try to solve the problem more thoroughly.
1. Problem Unsolved
After I thought seriously and had exchanges of views on project with my students， I found out that although atmosphere in the reading tasks had been improved a lot through the full-scaled implementation， there was still much that would need further improvement. Only when I make continuous reflection in my teaching； can I make greater progress. The most frequently mentioned problems can be categorized into 3 aspects：
1. Vocabulary is small. And also there are little complicated words in the textbook. Because they are shy to speak English， so that when they encounter more difficult to spell the word， they will become more shy and more reluctant to speak.
2. Pronunciation is not clear. As they didn’t well know how to accurate pronounce the phonetic symbol.
3. The way of teaching. I should provide more interesting and practical reading tasks.
2. Conclusion
The present study is chiefly based on the project that I proceeded from March， 2017 to April， 2017， which aimed to enhance my students’ reading ability. Now I can be very happy to state that my problem has been successfully solved.
This action research helps me cultivate awareness of the dynamic mechanism in my English teaching. From the action research， I have gained a lot of benefits. My teaching has been improved considerably with deeper insights to teaching profession， more acute sensitivity to the oral practice organization and more confidence in myself as an English teacher.
Reading skills serve as a foundation for writing. Developed and mastered， effective reading skills give people the opportunity to learn new information about the world， people， events， and places， enrich their vocabularies， and improve their writing skills.
There are many reasons why getting students to read English texts is an important part of the teacher’s job. First of all， many of them want to be able to read texts in English either for their careers， for study purposes or simply for pleasure. Anything we can do to make reading easier for them must be a good idea.
2. Full-Scaled Implementation of the Solutions
2.1. Teach students reading techniques
No one has learned to swim by practicing the skills of backstrokes， flutter kicks or treading water while staying on the edge of the swimming pool. Yet， in the teaching of reading teachers often do just that. Rather than let the students into “the water”， teachers keep them in skills books learning rules about letters， syllables or definitions or words rather than letting them into the book itself， permitting them to be immersed in the language which comes from the authors as the readers try to reconstruct the written message. I teach my students to master reading techniques—skimming， scanning， overlooking unimportant words， and so on. For instance， find the key words. Ask students to find the key words while the first time they read the text， which will be a better way to understand the content.
2.2. Encourage students to understand the content
Certainly， it is important to study reading texts for the way they use language， how many paragraphs they contain and how many times they use relative clauses. But the meaning， the message of the text the main reason to read is for them. They have to their own purpose to read and reading must make sense， they have to find ways of doing something about it. They should be encouraged either to reread or to continue reading to gain meaning. But they must realize that the meaning is not in the teacher， but in the interaction between the reader and author. Students should be encouraged to ask themselves repeatedly， “Does this make sense to me？” Students should be encouraged to reject and to be intolerant of reading materials that don’t make sense.
3. Reading Practice Design
My hypothesis is that learners’ interest in reading practice is increased by better organized activities. In addition， my new assignment activities should have a real information value so that students have a real purpose to communicate. I designed four activities to be tried out in four weeks. And these activities are reported as follows.
4. Data Analysis
After four weeks’ action research， the results are listed as follows.
4.1. Students’ general impression of the project
The project here consists of 2 aspects： degree of interest， reading ability. I found out that generally speaking， there has been significant improvement after the implementation.
Interest：
Graph 1 shows that there is a drastic improvement in this regard. Most of the subjects who rank themselves in scale “like” and “like very much” amount to 50 students， while the percentage was only 40 students. The graph also shows no one dislikes reading practice after implementation. As the objective of our research is to enhance my students’ interest and ability， such a result is very encouraging. It proves that our implementation of the solutions is fruitful and effective. Yet， I shouldn’t be too optimistic， since there are still 10 students choosing 3. This implies that I should find out some other reasons to account for this fact， and try to solve the problem more thoroughly.
1. Problem Unsolved
After I thought seriously and had exchanges of views on project with my students， I found out that although atmosphere in the reading tasks had been improved a lot through the full-scaled implementation， there was still much that would need further improvement. Only when I make continuous reflection in my teaching； can I make greater progress. The most frequently mentioned problems can be categorized into 3 aspects：
1. Vocabulary is small. And also there are little complicated words in the textbook. Because they are shy to speak English， so that when they encounter more difficult to spell the word， they will become more shy and more reluctant to speak.
2. Pronunciation is not clear. As they didn’t well know how to accurate pronounce the phonetic symbol.
3. The way of teaching. I should provide more interesting and practical reading tasks.
2. Conclusion
The present study is chiefly based on the project that I proceeded from March， 2017 to April， 2017， which aimed to enhance my students’ reading ability. Now I can be very happy to state that my problem has been successfully solved.
This action research helps me cultivate awareness of the dynamic mechanism in my English teaching. From the action research， I have gained a lot of benefits. My teaching has been improved considerably with deeper insights to teaching profession， more acute sensitivity to the oral practice organization and more confidence in myself as an English teacher.