The title of the thesis is ENGLISH READING INPUT ENHANCEMENT, TASK-BASED STRATEGIES, AND READING PROFICIENCY AMONG CHINESE NON-ENGLISH MAJORS，table 23 is about the Relationship Between Task-based reading strategies and Reading Proficiency (the variables of Task-based reading strategies are Prediction, Vocabulary Skills, Skimming, Browsing, Structural Analysis and inference dispersion; and the variables of Reading Proficiency are Ability to handle unfamiliar words, Ability to handle the process of reading, and Ability to understand the different content of the material). please make an interpretation of the data according to the title and content of table 23, the passage should contain 3 parts:first,Tabular Presentation;second, Analysis of the table, please analyze detailedly ; third, Interpretation (based on perspective as a researcher). Please write the parts independently and please use authentic literature(after 2014) written by scholars to support the analysis and interpretation. And please indicate the source of reference in the end, please do write the passage with 3000 words(not include the references).
Table 23
Relationship Between Task-based reading strategies and Reading Proficiency

Prediction	r-value	p-value	Interpretation
Ability to handle unfamiliar words	.445**	0.000	Highly Significant
Ability to handle the process of reading	.505**	0.000	Highly Significant
Ability to understand the different content of the material	.512**	0.000	Highly Significant
Vocabulary Skills 			
Ability to handle unfamiliar words	.471**	0.000	Highly Significant
Ability to handle the process of reading	.524**	0.000	Highly Significant
Ability to understand the different content of the material	.496**	0.000	Highly Significant
Skimming			
Ability to handle unfamiliar words	.474**	0.000	Highly Significant
Ability to handle the process of reading	.529**	0.000	Highly Significant
Ability to understand the different content of the material	.466**	0.000	Highly Significant
Browsing			
Ability to handle unfamiliar words	.540**	0.000	Highly Significant
Ability to handle the process of reading	.622**	0.000	Highly Significant
Ability to understand the different content of the material	.549**	0.000	Highly Significant
Structural Analysis			
Ability to handle unfamiliar words	.528**	0.000	Highly Significant
Ability to handle the process of reading	.606**	0.000	Highly Significant
Ability to understand the different content of the material	.515**	0.000	Highly Significant
Inference dispersion			
Ability to handle unfamiliar words	.558**	0.000	Highly Significant
Ability to handle the process of reading	.605**	0.000	Highly Significant
Ability to understand the different content of the material	.522**	0.000	Highly Significant
Legend: Significant at p-value < 0.01                                                                                                                                                                                                                                                                      Table illustrates the association between Task-based reading strategies and Reading Proficiency. The computed r-values indicates a strong direct correlation and the resulted p-values were all less than the alpha level. This means that there was significant relationship and shows that the better are the task-based strategies employed, the more proficient the students are. (Interpretation!)