合适的阅读材料是发展阅读能力的前提，而阅读材料类型对学生的语言学习带来不同的效果。国际学生评估项目(PISA)通过大样本测试和问卷探讨了全球范围内八年级学生的课外阅读材料类型选择与阅读素养表现的关系，为母语阅读材料的选择提供了依据；而外语阅读材料研究目前主要关注阅读材料的难度和分级，对材料类型重视不足，既缺乏类似PISA的大样本调查也缺乏具体的影响研究，无法为初中生英语课外阅读材料的选择提供充足的实证依据。 为了支持初中英语课外阅读材料的选择，本研究尝试就课外阅读材料类型对初中生读写能力和阅读态度的影响进行研究，这两者是《义务教育英语课程标准》 (2011年版)的目标要求和以往泛读影响研究共同关注的两个方面；同时，本研究还以具体阅读材料类型为例来解释影响产生的原因。本研究的问题为：(1)课外阅读材料类型是否影响初中生的读写能力，如果是，影响表现如何；(2)课外英语阅读材料类型是否影响初中生的阅读态度，如果是，影响表现如何；(3)初中生进行英语课外阅读时的具体反应如何，阅读反应如何解释读写能力和阅读态度的差异。 为回答以上问题，本研究采用混合研究方法，通过(1)大样本问卷+测试(N=46，805)和(2)小样本问卷+阅读实验(N=95)的方法收集材料类型选择、读写能力和阅读态度的量化数据，分别从整体和个案角度回答研究问题1和2，通过(3)开放式问题(N=58)和访谈(N=23)收集实验对象阅读反应的质性数据回答研究问题3。大样本问卷中调查的八种课外阅读材料类型为：阅读练习、教材配套材料、英文杂志、英文报纸、英文故事、英文小说(或简写本)、非虚构材料和视频字幕。小样本实验中两个实验班的阅读材料分别为泛读中经常使用的英文小说的简写本(下文称经典分级读物)和较少使用的报纸杂志。 针对研究问题1，本研究发现总体上所有课外阅读材料类型都能作为发展初中生与读写能力的材料类型，但是选择人数越多的材料类型(如阅读练习)对读写分数的影响越明显；多样性阅读更有利于提高初中生的读写能力，阅读多样性每增加一个单位，阅读和写作分数分别提高15分和13分。而当两组学生分别阅读经典分级读物和报纸杂志时，报纸杂志对读写能力的影响在短期内(16周)更明显。 针对研究问题2，本研究发现总体上阅读材料类型与阅读态度的关系同样受选择人数的影响，但是选择人数越多的材料类型对应的阅读态度值越低，教材相关材料(如阅读练习)对应的阅读态度值低于教材无关材料(如小说简写本)；阅读多样性与阅读态度显著相关。而当给初中生提供符合兴趣的丰富材料，且能让他们自由选择时，材料类型对阅读态度无显著影响。 针对研究问题3，本研究发现总体上阅读反应包括认知、情感和批判三类，三者形成连续统。具体来看，经典分级读物的读者更重视内容，与阅读材料产生情感共鸣，阅读时表现出开放、分享的状态，对材料内容的批判更广泛；报纸杂志读者同时注重语言和内容，认为报纸杂志能满足兴趣，阅读时缺少分享，进行批判阅读时缺少深度思考、只寻求一般的道理。报纸杂志的非虚构内容和趣味性，以及这些特点引发的读者对语言的更多关注可能是该组学生的读写能力提高更明显的原因；而经典分级读物读者的阅读量更大，在思维品质上也得到更多培养，但这些变化没有在测试中体现出来。 本研究的理论贡献在于(1)以泛读研究系统化为目的提出了泛读三阶段研究框架；(2)基于本研究发现提出了阅读材料的互动作用模型，阅读材料处于泛读的中心，通过阅读反应和阅读习惯直接或间接地影响读写能力的发展；而阅读材料的选择和接受受到家庭、学校和社会环境，以及学习者的态度、动机、知识和偏好的影响；(3)对Day和Bamford(2002)提出的泛读十条准则中阅读材料的相关准则进行了补充和修正，认为准则中应包括让学习者阅读多种类型的材料。 本研究的应用价值包括(1)对阅读材料类型影响研究的发现能指导初中生阅读材料的选择，(2)对阅读反应的分析可以为阅读材料的编写提供内容和设计上的建议，(3)同时可以指导教师依据材料的特点设计阅读活动，优化阅读效果，促进语言能力的发展。 关键词：英语阅读材料类型；初中生；读写能力；阅读态度；阅读反应

 Appropriate reading materials are the prerequisites for developing reading ability, and the type of reading materials has differential effects on students’ language learning. The Programme for International Student Assessment (PISA) explores the relationship between the types of extracurricular reading materials chosen by eighth-graders and their reading literacy performance through a large sample test and a questionnaire survey, which provides evidence for the choice of reading materials for native eighth-grade students. At present, foreign language reading research on reading mateirials mainly focuses on their readability and grading, paying little attention to the types, thus lacks both PISA-like large sample survey and specific impact studies, and may fail to provide sufficient empirical evidence for junior high school students to choose extracurricular reading materials. In order to support the choice of extracurricular English reading materials for junior middle school students, this study tends to explore the effects of the type of extracurricular reading materials on junior middle school students’ English reading & writing ability and reading attitude, to which great importance is attached by the objectives of English Curriculum Standards for Compulsory Education (2011 edition) and previous extensive reading studies. At the same time, this study takes specific types of reading materials as an example to explain the causes of the impact. The research questions are (1) Does the type of extracurricular English reading materials affect the reading and writing ability of junior high school students? If yes, what are the effects? (2) Does the type of extracurricular English reading materials affect the reading attitude of junior high school students? If yes, what are the effects? (3) How do junior high school students respond to extracurricular English reading? How do reading responses account for the differences in reading, writing ability and reading attitude? In order to answer the above questions, this study adopts a mixed research method, which collects quantitative data on material type selection, reading & writing ability and reading attitude through (1) large sample questionnaire + test (N = 46,805) and (2) small sample questionnaire + reading experiment (N = 95) to answer question 1 and 2 from the overall and case perspectives, and (3) open-ended questions (N = 58) and interviews (N = 23) to collect qualitative data on the subjects’ reading responses to answer question 3. The eight types of extracurricular reading materials surveyed in the large sample questionnaire are reading exercises, textbook related materials, magazines, newspapers, stories, novels (or simplified versions), non-fiction and video captions. In the small sample experiment, the reading materials for the two experimental groups are simplified classical novels (hereinafter referred to as classical graded readers) and newspapers +magazines. As for research question 1, the findings are that all types of extracurricular reading materials can be used to develop the reading and writing ability of junior high school students, but the more the number of students selecting one type of material (such as reading exercises), the greater the impact of this type on reading and writing scores. Diversified reading is conducive to improving the reading and writing ability of junior high school students; reading and writing scores increase by 15 points and 13points respectively for each unit of reading diversity. When the two experimental groups read classical graded readers and newspapers + magazines respectively, the impact of newspapers+magazines on reading and writing ability is more significant in a short period (16 weeks). As for research question 2, the findings are that on the whole, the relationship between reading material type and reading attitude is also manifested by the number of choices, but the more the number of choices, the lower the reading attitude value. The reading attitude value of textbook-related materials (such as reading exercises) is lower than that of textbook-independent materials (such as classical graded readers). Reading diversity is significantly correlated to reading attitude. When junior high school students are provided with abundant materials and are allowed to choose freely, the type of materials had no significant effects on their reading attitude. As for research question 3, the findings are that on the whole, cognitive, emotional and critical responses make a continuum of reading responses. Specifically, readers of classical graded materials pay more attention to the content, resonate emotionally with the story, tend to share their feelings and read with a more critical stance. Readers of newpaper and magazines pay attention to language and content at the same time. They think their reading materials can satisfy their interests, but they lack sharing and communication while reading; they just seek a lesson from their critical reading without much in-depth thinking. The non-fictional and interesting content of magazines & newspaper, together with the correspondingly more attention to language form may lead to more apparent improvement in reading and writing ability in this group. Readers of the classical graded materials read more and get more training on their thinking quality, but these changes are not reflected in the test. The theoretical contributions of this study lie in (1) a tentative three-stage research framework for extensive reading aimed at systematic research; (2) a finding-based interaction model of reading materials in which reading materials are in the center of extensive reading, impacting the development of reading and writing ability directly or indirectly through reading response and reading habit; at the same time, the choosing and accepting of reading materials are influenced by family, school and society factors, as well as by the attitude, motivation, knowledge and preference of learners; (3) the modification of ten pinciples of extentive reading (Day & Bamford, 2002) by suggesting an addition of diversified reading. The practical implications of this study include three apspects: (1) the findings concerning the effects can guide the choice of reading materials for junior high school students; (2) the findings concerning reading responses will provide suggestions for material writers on the content and design for reading materials; (3) the findings concerning reading responses may also help teachers design reading activities to achieve better reading effects and facilitate the development of language proficiency. KEY WORDS: type of English reading materials; junior high school students; reading and writing ability; reading attitude; reading response