(II) Research Objectives There are several problems in students' reading English aloud: 1, stuttering, fluency, and nonstandard pronunciation. 3. The tone is blunt and unnatural. (3) research objects: sixth-grade students (4) research methods 1, observation students (2), questionnaire survey (3) searching for relevant information on the internet (4) consulting other English teachers (5) research process 1, search reasons 1, phonetic symbols failed to learn well. 2. Not enough listening training, not listening to English tapes and watching English programs. 3. Not familiar with words and sentence patterns. 4. Teachers don't pay enough attention to reading training. 5. Students lack reading exercises after class. Ii. measures taken 1. Phonetic symbols are the key to learning English. Let every student learn the phonetic symbols well and strive for everyone to be admitted. Therefore, it is necessary to stimulate students' enthusiasm in learning phonetic symbols, so as to achieve the goal of everyone passing phonetic symbols. 2. In teaching, pay attention to students' mastery of words, phrases and sentence patterns. Make students familiar with the reading materials and overcome the shortcomings of indecision and fluency. 3. Strengthen listening training, provide students with a large number of listening materials except textbooks and supporting tapes, so that students can listen more and enhance their sense of language, and ask students to pay attention to pronunciation and intonation during listening. 4. In the usual teaching, teachers consciously infiltrate the guidance of reading methods and skills, and subtly cultivate students' reading ability in dribs and drabs. In addition, strengthen reading practice to improve students' classroom. 5. Add reading training to students' extracurricular activities and often hold English reading competitions, English poetry recitation and other activities. In addition, arrange reading in students' homework and encourage students to practice more. (VI) Results After the implementation of these five measures, students' reading ability has been greatly improved. When reading the text, they turned prevarication into a very natural, smooth and standard, and students fell in love with reading and practiced consciously. What is more gratifying is that students' oral English has also been greatly improved. Results Through the application of the five measures in practice, students' reading level was improved, and reading training was consciously integrated into the usual teaching, so as to improve students' reading level more effectively.