A Theoretical Study on College English Reading Teaching Based on SOLO Classification Theory

Abstract

Abstract College English reading instruction represents a crucial component in enhancing students’ overall linguistic competencies. The advent of cognitive psychology has facilitated the application of the SOLO categorization theory as a novel approach to augmenting students’ proficiency in English reading. This study devises a teaching model tailored to college English reading based on the SOLO categorization theory and implements a systematic research design to evaluate its effectiveness. The efficacy of this model is assessed by comparing the changes in English reading learning attitudes, scores, and capabilities between an experimental group and a control group, using pre-and post-test results. The findings indicate that the mean difference in the English reading learning attitudes between the two groups expanded from 0.09 at the pre-test stage to 0.54 at the post-test stage. Moreover, the experimental group exhibited a substantially greater increase in English reading scores, with an improvement of 14.16, compared to 3.68 in the control group. In terms of English reading abilities, the experimental group outperformed the control group across four dimensions, with increases of 2.86, 1.04, 1.76, and 3.28, respectively. Overall, the university English reading teaching model grounded in SOLO classification theory significantly enhances students’ attitudes towards English reading and effectively boosts their reading achievements and capabilities.