Notice of RetractionA study of gender differences in English reading strategies

Notice of Retraction

After careful and considered review of the content of this paper by a duly constituted expert committee, this paper has been found to be in violation of IEEE´s Publication Principles.

We hereby retract the content of this paper. Reasonable effort should be made to remove all past references to this paper.

The presenting author of this paper has the option to appeal this decision by contacting TPII@ieee.org.

English reading is a fundamental form of language inputs, and reading ability determines learners´ language proficiency to a large extent. However, it is a common phenomenon that reading teaching neglects gender differences and thus guide of reading strategy is not in accordance with them. In order to learn about gender differences in the use of meta-cognitive strategy, cognitive strategy and so on to provide valuable information and suggestions for a more effective teaching. This paper, through questionnaires and interviews, conducted an empirical study of the gender differences. It finds that meta-cognitive reading strategies are used more frequently than cognitive ones; while on the whole, females use reading strategies more often than males, reading strategies are not used as much as they are supposed to be. Based on this, the author proposes measures to improve the teaching such as reading strategy diagnosis and training, and respecting gender differences to promote full development of reading strategies as well.