The Model to Enhance English Reading Ability of Chinese High School Students in Linyi, Shandong

Background and Aim: English reading remains a challenge for many Chinese high school students due to varied proficiency levels and rigid teaching methods. Stratified homework, which differentiates tasks based on student ability, may help address these issues. This study examines its effectiveness in improving reading skills—specifically vocabulary, comprehension, critical thinking, and fluency—among Grade 10 students in Linyi, Shandong. Materials and Methods: Using a quasi-experimental mixed-methods design, 80 students were divided into experimental and control groups. Over 22 weeks, the experimental group received homework tailored to three proficiency levels, while the control group followed standard assignments. Pre- and post-tests assessed vocabulary, reading speed, comprehension, and critical thinking. Statistical analysis included t-tests and ANOVA. Qualitative data were collected from teacher interviews and student surveys. Results: The experimental group showed a 24.3% improvement in reading scores, compared to 6.1% in the control group. They also gained more in vocabulary (+315 words vs. +127) and reading speed (+10.5 vs. +3.4 words/min). Students reported higher engagement and reduced frustration; teachers noted greater participation and confidence, especially among lower-level learners. Conclusion: Stratified homework effectively supports diverse learners by aligning tasks with ability levels and cognitive goals. It enhances key reading skills, increases motivation, and reduces learning barriers. This model offers a practical solution for improving reading instruction and aligns with China’s “Double Reduction” policy, offering guidance for future curriculum reform.