In order to understand the application of partial differential equation models, a study in English reading corpus is proposed. In this study, a quasi-experimental research method was used to select two classes of students in a school as the subjects. The two classes were taught by the same English teacher, and the two classes were comparable in terms of their basic English learning (including reading ability). The total number of English lessons per semester in the two classes was 96, including 32 reading lessons. Students were guided to apply corpus-assisted reading in the reading classes of the experimental class, while the traditional reading teaching method was used in the control class. The corpus-assisted reading method was used in the experimental class for 16 lessons. During the experiment, students’ performances in applying the corpus-assisted reading were observed, their thinking maps in class and after class assignments were collected and analyzed, and their reading scores in the midterm and final exams were used as indicators of the effectiveness of the corpus to compare and analyze the experimental and control classes. It was from the study results found that teachers were able to apply the corpus to assist reading instruction in the English reading process, and students’ application of the corpus in the reading process enhanced their participation and interest in reading lessons. The application of the corpus improved students’ higher-order reading reasoning skills, and students learned to think actively and holistically through corpus mapping.