英语阅读是英语学习的主要方式之一。学生拥有良好的阅读习惯，较高的阅读兴趣不仅能使学生在考试中有效地完成阅读任务，也能拓宽学生的视野，通过阅读学习多方面的知识与文化；并能够在阅读英文的过程中了解异域文化，为学生成长成为开阔、具有人文素养的人做准备。这也是目前新课程标准所要求高中生掌握的英语学科核心素养中自主学习及思维品质的体现。然而，目前的英语阅读教学趋于表面化，教师过多关注学生寻找信息的能力并不关注学生在对待阅读的状态、习惯与感受。而学生面临英语阅读的状态、习惯和感受恰恰是学生今后能否从英语阅读中获得知识与进步的重要基础因素。 研究者所任教的学校英语阅读教学流于模式，学生在高一高二英语学习中不但没能够有效提升阅读能力、培养阅读兴趣、提升分析、综合等思维能力，反而由于长期学习缺乏兴趣导致英语学习效率低下、英语学习成效不明显，挫伤学生英语学习的兴趣，学生对待英语阅读呈现负面情绪。语言的输入在一定程度上影响语言的输出，所以研究者任教学校学生英语学习存在困难，学生英语阅读存在不同程度的障碍。因此，本研究立足解决高中生英语阅读中的障碍，采用持续默读、阅读策略的训练和“阅读圈”的活动方式与学生学情相结合，开展为期7个月的行动研究。研究者研究对象是所任教的一个班级54名学生。行动研究共分为三轮，第一轮，持续默读的准备和开始阶段，主要聚焦阅读教材的选择、读后活动的设计、开展持续默读的各项准备。第二轮主要聚焦如何在阅读训练中使学生掌握阅读策略和阅读方法。第三轮主要聚焦如何将阅读圈引入阅读训练，从而来提升学生的合作能力及学生的思维品质。 本研究所得出的结论主要分为三个方面。一、通过为期七个月的阅读活动训练，学生在扫清阅读障碍，培养良好的阅读习惯和提升阅读兴趣等方面都具有正面积极的反馈。二、在阅读过程中通过结合阅读策略和阅读方法的相关内容的训练，能够更为全面的扫清学生阅读障碍。三、阅读训练在准备充足有序进行的前提下，能够有效调动学生的参与度，为学生扫清阅读障碍提供基础条件。在具体实行过程中通过依据学生的学情和反馈，选定学生感兴趣的阅读材料，及选择学生能力范围内的读后活动。前期主要以分享、讨论、展示为主线，形成常规后通过添加阅读圈等形式的阅读活动，能够有效激发学生的阅读兴趣，扫清阅读障碍。

English reading is one of the most important approaches to English learning, as well as being the core of developing the necessary qualities of language education. Students who possess the genuine interest of English reading with the proper habit of processing and transforming information not only can well preform in tests but also broaden their horizon with the right attitudes towards different cultures and knowledge for developing into an open-minded human being with the awareness of humanities. However, the fact is that the teaching of English reading is mainly designed to search for specific information rather than arouse students’ interests and further reading is rather disturbing. Teachers pay utmost attention to solving the questions in examinations, which can be specified as the students’ performance in tests, ignoring students’ interests, habits, and attitudes, which in turn have great effect on whether students can lastly get knowledge or make progress in their later life. The subjects in the research haven’t develop the necessary competence and interests of English reading through their former study in language courses due to the lack of efficiency in teaching reading. Besides, students haven’t got any sense of achievement in language learning, therefore, leading to the negative influence on their English reading and learning. Language input influence language output. Thus, students, to some extent, have reading obstacles in different levels. This thesis is based on the research which lasts six months and aims at solving the reading obstacles by adapting the Sustained Silent Reading (SSR), reading strategies and Reading Circle among the students in the research. This research involves three steps. The first one concentrates on the preparation of doing SSR which includes the choice of reading materials, the design of after activity of SSR and other preparation works like time, place and mutual supports from school, students and companions. The second step mainly focuses on the reading strategies and methods of solving reading questions. The third one involves how to bring reading circle into the reading practice and find out whether it can bring positive effect on the core qualities of language learning. The conclusion of this research can be shown from three aspects. First, students indeed develop the proper habit of reading and arouse their interests in reading and language learning, which prove the positive effect of SSR on solving the students reading obstacles. Second，researchers can adapt some reading strategies and methods, which can contribute to solving the reading obstacles more extensively. Third, the full preparation in the sustained silent reading process provides a basic foundation to solve the reading obstacles. Select the right reading materials based on their interests and your judgment and design the after activities within their competence, which mainly can be presented in share-discuss-present model, which can be developed into the Reading Circle activity in order to arouse students’ reading interests and clear the obstacles.