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  The purpose of this study is to clarify that differentiated reading task learning which reinforces the teaching of reading has significant influence on the students" English abilities and their affective areas based on the theory of task-based learning and the differentiated curriculum The period of the experiment was 12 weeks and the students learned 6 units during this period. The results of the experiment were verified in two fields: First, differentiated reading task learning was more effective than textbook -focused differentiated learning in the acquisition of the written language. The averages of the experimental class in reading and writing was higher than the controlled class, which shows significant difference between these two classes. Second. differentiated reading task learning was more effective than textbook-focused differentiated learning in the students" interests and confidence. The averages of the experimental class in students" interests and confidence were enhanced highly and the difference between the two classes was significant especially in their confidence. It is concluded that differentiated reading task learning has positive influence on the improvement of students" English abilities and the change of their affective areas.

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