Differentiated Design of Tiered Reading Strategies for English in Various Stages of Primary School

Lu Wang （ Tianjin Yiyang Airport Primary School, Tianjin, 300110, China ）

Li-Hang Tu （ Tianjin Yiyang Airport Primary School, Tianjin, 300110, China ）

Abstract

English reading in primary schools is a core component of developing students' language proficiency. There are significant differences in cognitive levels and language foundations among students in lower, middle, and upper grades, making uniform teaching methods inadequate to meet the needs of all students. This paper defines key concepts related to tiered reading, analyzes current challenges in English reading instruction, and designs targeted differentiated reading strategies based on the characteristics and reading needs of students at each stage. Grounded in practical classroom teaching, the study aims to accommodate the learning paces of students at different proficiency levels, stimulate their interest in reading, narrow achievement gaps, enhance the effectiveness of reading instruction, and cultivate students' English reading habits and core competencies.

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