【正文】 t to learn without motivation.Attitude and motivation are directly and closely related with each other, which in turn is directly responsible for the success or failure of English reading. Motivation depends on attitude to some extent and attitude should be viewed as the motivational support. 3. 3 Reading strategy.Wallace (1992:142) pointed out reading strategy means when learners are in the process of reading, “based on the different type of passage, content and reading objective, choosing the reading method flexibly.” Johnson thinks that reading strategy is “the activities learners adopt to solve the problem in the course of reading.” The key point of developing autonomous reading is cultivating reading strategy. However, the present situation of reading strategy is pessimistic. When the learners encounter difficulties, they don’t know how to get help from the teachers or other classmates. Autonomous reading does not mean repel other’s help. On the contrary, using the learning resources effectively can be an evaluation standard of autonomous reading. But all of this should base on students, if they are will to reading, autonomous reading activities can be developed. The learners themselves decide to seek help or not and how to turn to help, thus the students’ independence and responsibility are enhanced. Meanwhile, the students can’t change reading method in the pace of reading process. They just read the passage from beginning to the end and don’t care about the type and value of essay. It may be related to the traditional bottomup models. This model emphasizes the reading process must be organized, that is from letter, word, sentence to essay (reading materials) such bottomup process. However, senior high school students’ reading time is limited, they can’t adopt the same method to deal with each passage. Moreover, some passages need to be read extensively. If using the bottomup model to deal with all the passages, the reading speed must be affected, and the amount and scale of reading are also limited. All of this is not beneficial to promote students’ integrated reading level. Therefore, in order to boost students’ autonomous reading learning ability, teachers should establish 3 objectives: (1) Let the students grasp a large amount of reading strategy knowledge.(2) Let the students know how to choose the most suitable reading strategy in different conditions.(3) Stimulate the motivation of using strategy, let them put the strategy into practice. Study objective. Autonomous reading calls for the individual’s choosing, regulating and controlling their learning process in their own initiative, which is a learning of selfregulation. Selfregulation should have the reference point to lead learning. If the learners haven’t a clear parison between present learning condition and predetermined learning condition, they can’t mediate themselves. According to investigation, 60 percent of the students set longterm English reading goal while 40 percent set the immediateterm, specific aim. Compared with the longterm goal, the learners who set the immediateterm, specific aim have better selfefficiency and selfcontrol skill. Because the realization of the specific aim can make the students witness the process of some certain ability. Specific aim has more motives force to autonomous reading, because such goal can clearly tell students to do what and how to do。 it can easily make them control learning process pared with the longterm aim. In order to promote students’ autonomous reading ability, teachers should help students set up specific, immediateterm goal challenging which can be finished. Reading materials.Understand how to use learning resources in class and out of class is another characteristic of autonomous reading. Now, the English newspaper, magazine, EuroAmerican classical movie are countless, English TV programs are also innumerable, and the extensive spread of internet make the obtaining of English materials became very easy. But it is a pity that only 30 percent of the students can promote their English knowledge through above channels. The time in class is limited, the content in the text book is limited, if the students don’t use the other channels to enlarge their knowledge, their amount of reading would never be promoted. So the teachers should encourage students to enlarge the range of reading, gather materials on a wide scale, increase knowledge to adapt the rapid changing society. Otherwise, the learners would feel they are poor in background knowledge and can’t understand the deepgoing meaning of the essay.4. Solutions. Fostering the students’ positive attitude and motivation.As we have mentioned above, learners’ attitudes and motivation are crucial to their success of autonomous reading. When a student has positive attitude and high motivation, he can overe all kinds of difficulties and achieve autonomy. However, many students in senior high schools regard themselves as lowachiever. In English learning, some think they are not intelligent and cannot learn English well. Some think their English is poor and cannot catch up with others. Most of them lose interest in English and some even feel helpless. So, the teachers should try to cultivate the students’ positive ideas and attitude to learn English and waken the students’ motivation.At the beginning of the action of fostering students’ positive attitude and motivation, the students can be asked to discuss several questions in the class. These questions were: 1) Why do I learn English? 2) Why do we learn reading materials? 3) Who is responsible for my reading learning? 4) Is it necessary for students to consciously choose, use and evaluate English reading strategies? 5) Is it necessary for students to set reading goals and make English learning plans? 6) Is it necessary for students to evaluate their progress and retrogress in English reading learning? 7) Is it necessary