Reading takes significant part in senior high schools classroom. Teachers spend long time to teach students some strategies to improve reading skills. Now students reading comprehension in senior high school is far from satisfaction even if many teachers put more time and effort on reading. Our classes size is big， totality of students is over forty in every class， English learners have different standard， and its so tough for teachers to satisfy the students different needs and proficiency. Many researchers would agree that if learners cannot comprehensive what they are reading， they are not likely to learn much of the language. （Brown， 2013）.English language reading is embedded in English-speaking countriescultures. The readers who lack of cultural knowledge of English-speaking countries may misunderstand the real meanings if they comprehend the meanings relate to their own cultural and social background. In summary， there are many obstacles that impede the improvement of studentsreading abilities. Using multimedia as a tool to motivate students to read more， it is teachers responsible to use modern tool to meet students needs， CALL activities make it easy to find texts that at appropriate level of difficulty， that cover topics of interest to learners， and that include tasks that engage learners（Chun， 2006）.

This paper applies CALL into senior high schools reading classes. Through some theories support it in order to improve class efficiency， letting students have more motivation to read and learn well. Students have their own individuality， actively. The research and application of CALL is varied in abroad. But it seldom applied in chinas classes， as an excellent teacher， we should put our effort to the evaluation of English course， carrying out quality education. CALL can make more influence on Chinas English language teaching in the future， providing more materials for teachers.

According to Mentzelou（1996）writes Computer assisted learning and reading and language software. The question that occupies the education al community of the elementary school is based on how to use computers in order to assist during early stages of reading the ‘weak students or the students who dont have the school language （Greek） as their first language. Lomickas （1997） study aimed to explore how multimedia annotations influence the level of comprehension. Twelve college students enrolled in a second semester French course were instructed to think aloud during the reading of text on the computer screen. Participants read the text under one of three conditions： full glossing， limited glossing， or no glossing. In 2005， Sakar and Ercetin write the paper of Effectiveness of hypermedia annotations for foreign language reading. This study first explores intermediate-level English learners preferences for hypermedia annotations while they are engaged in reading a hypermedia text， second it examines whether multimedia annotations facilitate reading comprehension in the second language.

Teachers can use CALL reading activities to improve the process of language development through explicit emphasis on linguistic features of texts， offering learners new form communication， providing instructions and evaluation， and helping them to develop their strategies for working with the passages. CALL has the potential to add significant to the quality of the time that learners spend reading in English. Learner will have the opportunity to expand their reading strategies through the foundation of electronic reading skills that they have learned in class. The author hope the school can change the idea of education， improving the capacity of performing CALL. Teachers need students feedback of the students， in the teaching and learning process， learner is the center， and teachers could intrigue the interest of the students， interacting with the students. The author suggests schools should perfect teaching facilities， providing more teaching materials relate to its facilities. The reform of reading method in computer mode has advantages. It makes the teaching advanced， and features are vividly. Students have the ability to build the foundation. Computer-assisted English reading teaching has broken the traditional one， it uses network， combine with training， help students to self-study， and it provides many materials to guarantee the input of reading training.

References：

[1]Ahmad，K.Corbett，G，Rogers，M.&Sussex;，R.（1985）.Computers， language teaching.Cambridge：Cambridge University Press.

[2]Marzban.A.（2011）.Improvement of reading comprehension through computer-assisted language learning in Iranian intermediate EFL students.Journal of Procedia Computer Science.Volume 3，2011，Pages 3-10.

【作者簡(jiǎn)介】宣懿（1993- ）女，漢族，遼寧撫順人，渤海大學(xué)，外國(guó)語(yǔ)學(xué)院，學(xué)科教學(xué)（英語(yǔ)）專業(yè)，碩士生。