简介：AcademicEnglishreadingrequiresdeepercognitiveinvolvementinadditiontolanguageproficiencyandplaysavitalroleinmouldingacriticalmindset.However,cognitiveprogressisseldomtargetedinclassroomteaching.Thisstudyproposedateachingmethodofthreereadingphasesintermsofcognitivemechanismandcommunicativeteachingapproach.Ninetyuniversityfreshmenofnon-Englishmajorparticipatedinthestudy,whoweretakingthecourseofAcademicEnglishReadinginthe2ndsemester.Thedatawerecollectedfromself-reportResearchSkillsAssessmenttwiceandsemi-structuredinterview,andanalyzedwithpairedsamplettestandPearsoncorrelation.Theresultsshowedthat1)'criticalthinking','organizingideas',and'findinginformation'werebelievedtoimprovesignificantlyattheendofthecourse;2)readingskillwasassociatedwithwritingskillandthesenseof'bigpicture'inselfperception;3)thecognition-basedinteractivereadinginstructionwasacknowledgedtobeconducivetoacademicreading.ItcomplementsAcademicEnglishreadingpedagogybyjuxtaposingtheneedforbothindividualcognitionandgroupinteractioninclassroomteaching.