| 中文摘要 | 第1-6页 |
| ABSTRACT | 第6-10页 |
| I. Introduction | 第10-16页 |
| 1. Background and purpose of this research | 第10-12页 |
| 2. Significance of this study | 第12-14页 |
| 3. The Structure of the Thesis | 第14-16页 |
| II.Theories and practice models that have affected the development of LGAER and the practice procedure of LGAER | 第16-36页 |
| 1. Theories from Applied Linguistics | 第16-18页 |
| ·The impact of individual differences on second language acquisition | 第16-17页 |
| ·Input hypothesis | 第17-18页 |
| 2. Theories and Practices about Reading and Literary Reading | 第18-25页 |
| ·The definition of reading and reading process models | 第18-21页 |
| ·Literary Reading Theories and Practice models | 第21-25页 |
| 3. Psychological Basis of LGAER | 第25-27页 |
| ·The existence of individual differences | 第26页 |
| ·Mastery learning by Brume | 第26-27页 |
| 4. LT Model in General and LGAER | 第27-36页 |
| ·LT Model in General | 第27-30页 |
| ·Level-varied Guidance Approach to Extra-curricular Reading (LGAER) | 第30-36页 |
| III. Implementation of the Research in a Senior High School | 第36-44页 |
| 1. Purpose | 第36-37页 |
| 2. Subjects selection | 第37页 |
| 3. Instruments | 第37-39页 |
| 4. Experimental period and reading materials adopted | 第39-40页 |
| 5. Experimental procedure | 第40-44页 |
| ·Pre-evaluation | 第40-41页 |
| ·Treatment | 第41-43页 |
| ·Post-evaluation | 第43-44页 |
| IV. Data Analysis | 第44-71页 |
| 1. Data collection | 第44-45页 |
| 2. Data analysis | 第45-71页 |
| V. Conclusions | 第71-76页 |
| 1. Results | 第71-72页 |
| 2. Implications for English reading instruction in Chinese Senior high schools | 第72-73页 |
| 3. Limitations | 第73-74页 |
| 4. Final Conclusion | 第74-76页 |
| References | 第76-78页 |
| Appendixces | 第78-101页 |
| Acknowledgement | 第101页 |
