| Abstract English Version | 第1-6页 |
| Abstract Chinese Version | 第6-10页 |
| Instruction | 第10-13页 |
| Chapter One The Theoretical Foundation of the Reading Instruction froma Psycholinguistic Perspective | 第13-28页 |
| ·The Definition of Reading and Its Nature | 第13-14页 |
| ·The Process of Reading | 第14-18页 |
| ·Micro-Process | 第15-16页 |
| ·Integrative Process | 第16页 |
| ·Macro-Process | 第16-17页 |
| ·Elaborative Process | 第17页 |
| ·Meta-Cognitive Process | 第17-18页 |
| ·Several Factors Affecting the Efficiency of Reading | 第18-21页 |
| ·Motivation | 第18-19页 |
| ·Vocabulary | 第19页 |
| ·Reading Skills | 第19-20页 |
| ·Interest | 第20-21页 |
| ·Attitude | 第21页 |
| ·An Overview of Studies on EFL Reading | 第21-26页 |
| ·Models of Reading Comprehension | 第22-24页 |
| ·Top-Down Models | 第22-23页 |
| ·Bottom-up Models | 第23-24页 |
| ·The Interactive Models | 第24页 |
| ·Schema Theory | 第24-26页 |
| ·Psycholinguistics and College Reading Instruction | 第26-28页 |
| Chapter Two Analysis of College English Reading Instruction | 第28-43页 |
| ·A Survey of Reading Instruction of College English in China | 第28-31页 |
| ·The Nature of Reading Abilities and the Composition of Reading Abilities for Non-English Majors | 第31-38页 |
| ·The Nature of Reading Abilities | 第31-33页 |
| ·The Composition of Reading Abilities for Non-English Majors | 第33-34页 |
| ·Reading Abilities Differ among the Readers | 第34-38页 |
| ·Individual Differences in Schemata Activating | 第34-35页 |
| ·Individual Differences in Local Text Processing | 第35-36页 |
| ·Individual Differences in Word Accessing | 第36页 |
| ·Individual Differences in Lexical Processing | 第36-37页 |
| ·Individual Differences in Second Language Acquisition | 第37-38页 |
| ·The Necessity to Develop the Non-English Major's Reading Abilities | 第38页 |
| ·Research on Reading Strategies | 第38-39页 |
| ·Identification of Reading Strategies and Reading Skills | 第38-39页 |
| ·Identification of the Component of Reading Strategies | 第39页 |
| ·The Importance of Reading for the College Students | 第39-43页 |
| Chapter Three Strategies to Improve College English Reading Instruction | 第43-79页 |
| ·Experiments on Reading Instruction of College English | 第43-47页 |
| ·Experiments on the Importance of Schema Theory to Non-English Majors | 第43-47页 |
| ·Design and Method | 第43-45页 |
| ·Results and Discussion | 第45-47页 |
| ·Investigations on the Reading Strategies of Non-English Majors | 第47-56页 |
| ·A Questionnaire | 第47-48页 |
| ·About Two Interviews | 第48-51页 |
| ·The Analysis of the Questionnaire | 第51-53页 |
| ·Discussion of the Questionnaire and the Interviews | 第53-56页 |
| ·Strategies to Enhance College Reading Instruction | 第56-79页 |
| ·To Help Students Make the Best Use of Their Schema Knowledge | 第56-65页 |
| ·Understanding Miscomprehension | 第58-59页 |
| ·Pre-reading Activities | 第59-61页 |
| ·Comprehension Instruction | 第61-64页 |
| ·Material Selection | 第64-65页 |
| ·To Promote Students' Motivation in English Reading | 第65-70页 |
| ·To Develop Students' Vocabulary | 第70-72页 |
| ·To Train the Students to Use Appropriate Reading Skills | 第72-79页 |
| Conclusion | 第79-83页 |
| Acknowledgements | 第83-84页 |
| Bibliography | 第84-90页 |
| Appendix Ⅰ | 第90-93页 |
| Appendix Ⅱ | 第93页 |
