| 摘要 | 第1-6页 |
| Abstract | 第6-9页 |
| 1 Introduction | 第9-12页 |
| ·Research Background | 第9-10页 |
| ·Need for Study | 第10-11页 |
| ·Layout of the Thesis | 第11-12页 |
| 2 Literature Review and Theoretical Framework | 第12-23页 |
| ·Review on the Studies of Krashen's Five Hypotheses | 第12-15页 |
| ·The Acquisition-Learning Hypothesis | 第12页 |
| ·The Natural Order Hypothesis | 第12-13页 |
| ·The Monitor Hypothesis | 第13页 |
| ·The Input(Comprehension)Hypothesis | 第13-14页 |
| ·Affective Filter Hypothesis | 第14-15页 |
| ·Review on the Studies of Reading | 第15-18页 |
| ·Providing i+1 Reading input at the Advanced Level | 第15-16页 |
| ·The Development of the Reading Skill | 第16-18页 |
| ·Review on Several Models for Reading Comprehension in L2 Classroom | 第18-20页 |
| ·Several Reading Models | 第18-19页 |
| ·Factors affecting foreign language reading | 第19-20页 |
| ·Theoretical Framework-SIOP Feature | 第20-23页 |
| ·Speech Appropriate for Students' Proficiency Levels | 第20-21页 |
| ·Clear Explanation of Academic Tasks | 第21-22页 |
| ·A Variety of Technicques Used to Make Content Concepts Clear | 第22-23页 |
| 3 An Empirical Study | 第23-32页 |
| ·The Research Questions | 第23页 |
| ·Methodology | 第23-27页 |
| ·Participants | 第23-24页 |
| ·Procedure | 第24-27页 |
| ·Results of Lessons | 第27-32页 |
| ·Speech Appropriate for Students' Proficiency Level | 第28-29页 |
| ·Clear Explanation of Academic Tasks | 第29-30页 |
| ·Participants A Variety of Techniques Used | 第30-32页 |
| 4 Analysis and Discussion | 第32-43页 |
| ·Teaching Strategies to Solve Classroom Problems | 第32-33页 |
| ·Pay Systematic Attention to Language Development | 第32页 |
| ·Build on Students' Background Experiences | 第32页 |
| ·Use Techniques That Make the Lesson More Understandable | 第32-33页 |
| ·Create Opportunities for Practice and Applications | 第33页 |
| ·Assess Frequently and Reteach as Necessary | 第33页 |
| ·Tunnel Vision and Comprehensible Input | 第33-36页 |
| ·Concept of Tunnel Vision | 第34-35页 |
| ·Limitations of Vision | 第35-36页 |
| ·Relationship between Eye and Brain | 第36-38页 |
| ·Reading Must Be Fast | 第36-37页 |
| ·Reading Must Be Selective | 第37页 |
| ·Reading Depends on Nonvisual Information | 第37-38页 |
| ·Making Content Comprehensible for English Learners | 第38-40页 |
| ·Applications of SIOP Model in L2 Reading Classroom | 第40-43页 |
| ·Teaching Summarizing | 第40-41页 |
| ·Visualization | 第41页 |
| ·Connect Prior Knowledge | 第41页 |
| ·Some Other Techniques | 第41-43页 |
| 5 Conclusion | 第43-45页 |
| ·General findings | 第43页 |
| ·Implications of the study | 第43-44页 |
| ·Participants English Learner Diversity | 第43-44页 |
| ·Participants Academic Literacy | 第44页 |
| ·Limitations and Suggestions for Future Research | 第44-45页 |
| References | 第45-48页 |
| Acknowledgements | 第48页 |
