不同标记策略对学习困难学生阅读成绩影响的实验研究

Experimental Study on the Effects of Different Marking Strategies on Reading Performance of Students with Learning Disabilities

为探讨不同标记策略对学习困难生（简称学困生）阅读成绩的影响，本研究采用实验法，选择54名学困生与学优生参与实验。结果表明：1）学优生的阅读成绩要高于学困生；2）组织结构图标记的阅读成绩显著高于其它两种标记；3）在纯文本与关键项标记两水平上，学优生阅读成绩显著高于学困生；在组织结构图标记水平上，学优生阅读成绩与学困生不存在显著性差异；4）在学困生水平上，短篇文章阅读成绩显著高于中、长篇，中篇文章阅读成绩显著高于长篇；而在学优生水平上，短篇与中篇文章阅读成绩不存在显著性差异，且二者阅读理解成绩显著高于长篇文章。结论：组织结构图标记可提高学习困难生的阅读成绩。

In order to explore the effect of different signals strategies on the reading achievement of students with learning difficulties， 54 students with learning disabilities and 54 students with outstanding academic performance from grade one junior school were selected to participate the experiment. The main results showed that: 1) The reading achievements of the students with outstanding academic performance were significantly higher than those with learning disabilities;2) The reading achievements of the organizing chart signal were significantly higher than those of the other signals， and the reading achievements of the keyword signal were significantly higher than those of the plain text;3)Students type and signals type had different interactive effects on reading achievements. In simple effect analysis， it was found as follows: The reading achievements of the students with outstanding academic performance were significantly higher than those with learning disabilities in plain text and keyword signals level; In organizing chart level， there were no significant difference between the students with learning disabilities and those with outstanding academic performance; 4) Article length and students type had different interactive effects on reading achievements. It was found as follows: In students with learning disabilities level， the reading achievements of the short articles were significantly higher than those of the other articles， and the reading achievements of the medium-length articles were significantly higher than those of the long articles; In students with outstanding academic performance level， there were no significant difference between the short articles and the medium-length articles， and the reading achievements of the short articles and the mediumlength articles were significantly higher than those of the long articles. Conclusion: the teaching of organizing chart could promote the reading achievements of the students with learning disabilities.