| Acknowledgements | 第1-6页 |
| Abstract | 第6-9页 |
| 中文摘要 | 第9-11页 |
| List of ifgures and tables | 第11-12页 |
| List of abbreviations | 第12-13页 |
| Chapter One Introduction | 第13-16页 |
| ·Overview | 第13-14页 |
| ·Need of the study | 第14页 |
| ·Organization of the thesis | 第14-16页 |
| Chapter Two Literature Review | 第16-34页 |
| ·Key terms and basic concepts | 第16-25页 |
| ·Definition of reading | 第16-19页 |
| ·Reading aloud | 第17-18页 |
| ·Silent reading | 第18-19页 |
| ·Definition of Language learning strategies | 第19-21页 |
| ·Metacognitive strategies | 第19-20页 |
| ·Cognitive strategies | 第20-21页 |
| ·Definition of reading strategies in English learning | 第21-23页 |
| ·Skimming | 第22页 |
| ·Scanning | 第22-23页 |
| ·Prediction | 第23页 |
| ·Guessing meanings of new words | 第23页 |
| ·Reading models | 第23-25页 |
| ·Bottom-up model | 第24页 |
| ·Top-down model | 第24-25页 |
| ·Interactive model | 第25页 |
| ·Theoretical bases | 第25-29页 |
| ·Processing capability theory | 第25-27页 |
| ·Schema theory | 第27-28页 |
| ·Constructivism theory | 第28-29页 |
| ·Related previous studies | 第29-34页 |
| ·Studies abroad | 第29-31页 |
| ·Studies at home | 第31-34页 |
| Chapter Three Methodology | 第34-39页 |
| ·Research questions | 第34页 |
| ·Research design | 第34-39页 |
| ·Quantitative research design | 第34-37页 |
| ·Participants | 第34-35页 |
| ·Instruments | 第35-37页 |
| ·Data collection and analysis | 第37页 |
| ·Qualitative research design | 第37-39页 |
| ·Participants | 第37-38页 |
| ·Instruments | 第38页 |
| ·Data collection and analysis | 第38-39页 |
| Chapter Four Results and Discussion | 第39-63页 |
| ·Differences of the effectiveness on reading comprehension betweenReading-Aloud Group and Silent-Reading Group | 第39-46页 |
| ·Results | 第39-42页 |
| ·Overall Effect | 第39-40页 |
| ·Effect on form and structure questions | 第40-41页 |
| ·Effect on meaning questions | 第41-42页 |
| ·Discussion | 第42-46页 |
| ·Overall effect on reading comprehension | 第42-43页 |
| ·Effect on form and structure questions and meaning questions | 第43-46页 |
| ·Differences of reading strategies between Reading-Aloud Group andSilent-Reading Group | 第46-52页 |
| ·Results | 第46-49页 |
| ·Comparison of reading strategies between Reading-Aloud Group andSilent-Read ing Group | 第46-49页 |
| ·Discussion | 第49-52页 |
| ·Differences of metacognitive strategies | 第49-51页 |
| ·Differences of cognitive strategies | 第51-52页 |
| ·Differences of reading strategies between high-scored students and low-scoredstudents in the reading-aloud process | 第52-58页 |
| ·Results | 第53-55页 |
| ·Comparison of reading strategies between high-scored students andlow-scored students | 第53-55页 |
| ·Discussion | 第55-58页 |
| ·Differences of metacognitive strategies | 第55-56页 |
| ·Differences of cognitive strategies | 第56-58页 |
| ·Differences of reading strategies between high-scored students and low-scoredstudents in the silent-reading process | 第58-63页 |
| ·Results | 第58-60页 |
| ·Comparison of reading strategies between high-scored students andlow-scored students | 第58-60页 |
| ·Discussion | 第60-63页 |
| ·Differences of metacognitive strategies | 第60-61页 |
| ·Differences of cognitive strategies | 第61-63页 |
| Chapter Five Conclusions | 第63-66页 |
| ·Major findings of the study | 第63-64页 |
| ·Pedagogical implications | 第64页 |
| ·Limitations and suggestions for future research | 第64-66页 |
| References | 第66-72页 |
| Appendixes | 第72-78页 |
| Appendix 1 Reading comprehension test paper | 第72-75页 |
| Appendix 2 Questionnaire | 第75-78页 |
