Enhancing Reading Comprehension in Junior High Schools: A Case Study of the KWL Model Applied to ‘Full Moon, Full Feelings’ (Grade 9, Unit 2, PEP Edition)

Abstract

Against the background of competency-oriented English curriculum reform, English reading instruction, as a primary approach to cultivating language proficiency and cultural awareness, directly impacts educational objectives. The Grade 9 unit “Full Moon, Full Feelings” (People’s Education Press), a traditional culture-themed module, requires innovative teaching to address current dilemmas in junior high English reading instruction: deficient reading strategies, waning interest, and low classroom engagement. Through literature review and a comparative experiment, this study examined the KWL (Know-Want-Learn) model. Results from experimental and control classes showed that the KWL model effectively enhanced reading competence, stimulated learning interest, and improved classroom participation. Accordingly, the study recommends that teachers activate students’ background knowledge, provide question guidance, employ diversified activities to encourage independent inquiry and collaborative learning, and integrate the KWL model with traditional methods to optimize instruction. This study provides practical references for junior high English reading instruction and theoretical support for further application of the KWL model.