近年来，国内外多项研究表明阅读对提升学生第一语言、第二语言等方面的能力有着积极影响。聚焦“阅读”，之前一些学者分别在美国、日本、新加坡、港台等地开展了关于持续默读的相关实验研究。获知，阅读是促进学生阅读理解、阅读流畅度、拼写能力、写作等能力的关键性方法。然而在中国西部偏远县城中学，仍有许多教师、学生尚不知持续默读这一概念，更谈不及实施持续默读、参与持续默读，在此番大环境下，学生是否能够接受持续默读？所以，本研究以内蒙古西部偏远县城中学为切入点，以持续默读为全文基线，从理论到实践，逐一开展。

本研究以鄂尔多斯市某县城中学高二年级两个平行班的101名学生为研究对象，将其分别设为实验组和对照组，即实验组51人、对照组50人。

两组学生由同一名英语教师授课。在同一时间段内，实验组学生进行实施持续默读训练，对照组学生则进行传统阅读训练即阅读课本和完成英语试题。同时，采用阅读能力测试、阅读态度问卷调查、阅读习惯问卷调查、持续默读教学活动态度问卷调查、访谈等研究工具收集研究数据，通过SPSS20.0和Excel对研究数据加以分析，既而了解持续默读是否对学生英语阅读能力、阅读品格的提升有显著影响以及相同时间内持续默读与传统阅读训练是否对学生阅读能力、阅读品格产生差异性影响，并通过分析数据了解学生持续默读训练的态度变化。

从实验结果可知：

一，持续默读训练能够极大程度提升高中生的英语阅读能力。具体来讲，通过持续默读训练，学生的阅读理解和语言知识水平得到了快速提升。

二，持续默读训练可极大程度提升高中生的英语阅读品格。具体来讲，持续默读训练能够促进学生的阅读态度和阅读习惯。

三，一年的持续默读训练可以极大程度提高学生持续默读教学活动的态度。学生从实验初不认可持续默读教学活动到逐渐喜欢持续默读教学活动，以至于实验结束后仍希望继续该活动。

研究结果表明，学生在进行持续默读训练过程中，持续默读的态度会逐步升高，学生阅读能力提高也会越来越明显，尤其阅读理解和语言知识水平。随之，学生的阅读品格也有显著提高，尤其阅读态度和阅读习惯。

本次研究证明了持续默读与阅读能力、阅读品格之间的正相关关系，但仍存有不足之处，以期能对之后的研究起到一定的借鉴和参考作用。

In recent years, many studies at home and abroad have shown that reading has a positive impact on improving student’ first language and second language abilities. Focusing on “reading”, some scholars have carried out relevant experimental studies on Sustained Silent Reading (SSR) in the United States, Japan, Singapore, Hong Kong and Taiwan, knowing that reading is the key method to promote students’ reading comprehension, reading fluency, spelling and writing. However, there are still many teachers and students who do not know the concept of Sustained Silent Reading, let alone the implementation of it and participation in it. Under this circumstances, can students accept Sustained Silent Reading? Therefore, to explore the influence of Sustained Silent Reading, the study was carried out in a middle school in the west of Inner Mongolia.

In this study, 101 students in two classes of Grade Two in School A in Ordos City were selected as the research objects, who were divided into experimental group (EG) and control group (CG). There were 51 students in the EG and 50 students in the CG.

Two groups of students were taught by the same English teacher. In the same period of time, the students in the EG received SSR training, while the students in the CG received traditional reading training, that is, reading textbooks and completing English tests. At the same time, reading ability tests, reading attitude questionnaires, surveys on attitude towards SSR training, reading habit surveys, and an interview were used to collect research data, and analyzed the research data through SPSS20.0 and Excel to explore whether SSR has a significant impact on students’ reading ability, reading character and whether students’ attitudes towards SSR training will change in the process of SSR training . The results of the study are shown below:

1. SSR training can greatly improve reading ability of high school students. Specifically, through SSR training, students’ reading comprehension and language knowledge level have been improved rapidly.

2. SSR training can greatly improve reading character of high school students. Specifically, through SSR training, students’ reading attitudes and reading habits have been improved rapidly.

3. One year’s SSR training can greatly improve students’ attitudes towards SSR training.  At the beginning of the experiment, students did not accept SSR. Gradually, they liked SSR. At the end of the study, they all hoped to continue the activity.

In brief, the results showed that in the process of SSR training, students’ attitude towards SSR training gradually increased. Students’ reading ability also improved obviously, especially their reading comprehension and language knowledge. Besides, students’ reading character improved significantly, especially their reading attitudes and habits.This study shows that there is a positive correlation between SSR and reading ability and reading character, though there are still some shortcomings.