英语阅读品格是英语阅读素养的重要组成部分，包括学生的阅读习惯、阅读态度、自我调节和解决问题四个维度。国内外众多研究证实，持续默读活动有助于培养学生的阅读品格。针对英语教学实践中学生阅读习惯参差不齐、阅读体验欠缺、自我调节能力较弱和不能有意识地通过阅读解决实际问题的现状，本研究采用行动研究的方法，以广东省广州市某中学八年级两个班的学生为对象，探究如何通过开展持续默读活动促进中学生的阅读品格。本次行动研究历时9个月，分为五个阶段，分别关注阅读环境和默读规则的建立、阅读习惯的训练、阅读态度的增强、自我调节意识和能力的指导、持续默读的巩固，采用问卷调查、访谈、教学日志等方式作为数据收集的主要途径，并辅以学生阅读记录单、阅读打卡记录、阅读活动任务单等材料，分析学生阅读品格的发展情况，并作为实施、监控、调整行动计划的依据。

通过本次行动研究，学生逐渐养成了良好的阅读习惯，策略选择更加灵活、阅读文体更加多样，大部分学生阅读频率和阅读量达到《中国中小学生英语分级阅读标准（实验稿）》进阶二段标准；学生激发了自身阅读兴趣，阅读体验更加丰富，面对阅读困难更加专注、更加愿意参与阅读分享和讨论，阅读成就感来源更加丰富；学生初步具备了阅读前自我规划、阅读中自我监控、阅读后自我评估的意识和能力；部分学生开始体验将获取、选择、评估阅读资源解决实际问题的过程。

同时，研究者也从本次研究中获得了一些开展持续默读的实践反思：课内课外相结合，充分利用线上途径培养阅读习惯；为学生提供更多样阅读资源和多元的读后活动，丰富学生阅读态度体验；结合集体点评和个体指导，促进学生自我调节培养；创造实际情境，引导学生迁移通过阅读解决问题的能力。

English reading disposition is an important component of English reading literacy. It is made up of four dimensions, which are reading habits, reading attitude, self-adjustment, and problem-solving. SSR, short for sustained silent reading, has been proved to be both effective and efficient in improving students’ reading disposition by studies at home and at abroad. During English teaching practice, there are some problems of English learners, such as different levels of reading habits, the lack of reading experience, weak self-adjustment, and being unable to tackle problems through reading. In order to figure out possible and practical solutions to these problems, action research is carried out in two classes of Grade 8 in a public middle school in the city of Guangzhou, Guangdong Province. The 9-month action research has been divided into five stages with different aims and focuses, which respectively are setting up the rules and building up a reading environment, training reading habits, improve reading experience, instructing self-adjustment, and consolidate sustained silent reading (SSR). The data in the thesis has been collected by means of questionnaires, interviews, teaching journals. Additionally, students’ reading record sheets and handouts in reading activities have also been taken into consideration. The data collected are used to analyze the development of students’ reading disposition, and to be an important basis of the adjustment of the action research.

During the practice of the action research, students involved have cultivated good reading habits, read diverse types of books, and been able to use reading strategies flexibly. Most of them have reached the standard proposed in English reading standards for Chinese primary and secondary school students. Furthermore, students have been more interested in reading with enriched reading experience and greater sense of achievement. Students have concentrated more on reading, especially when meeting difficulties, and been more willing to take an active part in reading sharing and discussions. In addition, students have built up a basic awareness of self-planning before reading, self-monitoring while reading, and self-assessment after reading. A number of students have learnt how to take advantages of English reading to solve problems in reality.

Meanwhile, reflections are drawn from this action research. To cultivate reading habits, sustained silent reading (SSR) can be applied both in class and after class. To enrich learners’ reading experience, more suitable and various reading resources and activities can be provided for them and the Internet can be made good use of. To improve self-adjustment, advice can be both given to the whole class and to individuals. Real context is conducive to enabling learners to tackle real problems in daily life.