Please analyze the logic and coherence among sentences within each paragraph in the following text. Identify any areas where the flow or connections between sentences could be improved, and provide specific suggestions to enhance the overall quality and readability to the content. Please make it longer than the original text.
Please only provide the text after improving and then give a list of the improvements in Chinese. Please improve the following text:
Reading plays a pivotal role in language learning and teaching, as it is one of the most important channels of language input, and it is one of the fundamental aspects of education. This language macroskill helps individuals to gather information, broaden their knowledge, improve language skills, enhance cognitive development, and support their emotional well-being (Alghazo, 2016). Therefore, it is imperative to understand the significance of reading and how it contributes towards individual learning. 
Reading is a key skill in developing language proficiency. Khonamri and Moghavvemi (2018) stated that reading improves language skills such as vocabulary, grammar, sentence structure, and writing proficiency. Engaging in reading activities on a regular basis enhances reading speed, accuracy, and comprehension, which in turn strengthens the application of grammar and correct usage of language.
Reading is of great help to the academic progress and work improvement of Chinese non-English major students. Firstly, many Chinese universities currently have strict requirements for the English proficiency of non-English major students; In addition, students who want to further their studies require a high level of English language proficiency. With the accumulation of learning, students are exposed to a wider range of knowledge, which requires them to have the ability to read relevant English information and literature. Secondly, when college students graduate and enter the workforce, their English language proficiency, especially their English reading ability, also plays a significant role in improving their personal work abilities. They should be able to efficiently read relevant literature and materials, grasp the viewpoints and necessary details of the article, and take notes within a limited time, thus improving their professional abilities.
Although reading is given priority compared to other language skills, the current teaching and learning methods for English reading in Chinese universities are not very scientific. In fact, grammar translation oriented reading teaching methods are still popular in many universities in China. In addition, college students, especially non English major students, have developed some unscientific reading habits, such as frequently turning to dictionaries when encountering new words，or when facing an article with many new words or difficult sentences, they may feel frustrated and unwilling to continue reading. Sometimes even if they encounter some English materials that are relatively easy for them, some students still cannot understand the main idea of the materials. Based on the above background, there is an urgent need to improve the reading teaching of non-English major students in Chinese universities.
Monitoring comprehension monitoring ability is an important aspect of the reading process and a part of basic reading abilities. It not only helps to complete comprehension tasks, but also evaluates and regulates the process and effectiveness of reading comprehension completion; It not only actively regulates and controls the individual's cognitive process, but also monitors the individual's use of relevant known knowledge when completing comprehension tasks, evaluates the progress and quality of reading, and encourages students to better utilize cognitive resources in appropriate contexts to improve understanding rates. Therefore, reading monitoring is a high-level neuronal activity process that plays a correct role in guiding and actively monitoring the reading process, thereby promoting the improvement of understanding level. The main goal of reading teaching is to cultivate students' reading ability and improve their comprehension rate, and the development of reading ability depends on the specific application of students' reading comprehension monitoring ability. It can be seen that cultivating students' reading comprehension monitoring ability is an important method to improve their reading efficiency and level.
Reading comprehension level is a measure of how well a person understands written language. It involves not only the ability to understand the literal meaning of the text but also the ability to analyze, interpret, and draw connections between ideas. Good reading comprehension skills are essential for academic success and lifelong learning. There are several factors that influence reading comprehension level, including vocabulary knowledge, background knowledge, reading fluency, and reading strategies. Vocabulary knowledge is the understanding of words and their meanings, and it is essential for understanding and interpreting written language. Background knowledge refers to a person's prior knowledge and experience with the subject matter, which can help them grasp new information more easily. Reading fluency, or the ability to read quickly and accurately, is also important for comprehension. A fluent reader can focus more on understanding the content of the text, rather than decoding individual words. Lastly, reading strategies, such as making predictions, asking questions, and summarizing, can help a reader better comprehend and retain what they read.
Reading strategies are an important component of learners' strategic abilities. It refers to the behavioral process taken by learners to solve difficulties in reading. The metacognitive strategy in reading teaching refers to the planning,  evaluation of one's own reading and the utilization of reading resources; Cognitive strategies refer to the strategies used in completing specific reading tasks, such as guessing word meanings, predicting and inferring the main idea of an article, identifying signal words, and breaking down long and difficult sentences. Social/emotional strategies involve controlling emotions, encouraging oneself, consulting, and collaborating. Chinese and other countries’ researchers have conducted in-depth research on reading strategies, and some studies have analyzed the similarities and differences between successful and unsuccessful learners in using reading strategies, indicating that successful learners use metacognitive strategies and functional practice strategies more frequently. Some studies have shown that the use of reading strategies effectively improves overall reading comprehension level and reading speed, enhancing students' ability to understand the main idea of the article, and to conduct comprehensive reasoning and inferring word meanings. In summary, exploring the reading strategies that students use can help educators identify effective techniques and areas for improvement. By understanding which strategies are most effective for individual students, educators can tailor instruction to meet each student's unique needs.
The author selects reading comprehension monitoring ability, reading comprehension level, and strategy use as research variables to analyze their current situation among non professional English majors in China, their important role in English reading teaching and their interrelationships and differences. By incorporating an understanding of these variables, the author intends to propose a scientific and comprehensive teaching program, thus to enhance the Chinese non-English majors’ reading ability.