附加问题对学习困难学生阅读理解影响的实验研究  

Effects of Adjunct Questions on Reading Comprehension of the Students with Learning Difficulties

作　　者：刘建菊[1,2] 奚尤旎 

机构地区：[1]华东师范大学学前与特教学院,上海200062 [2]言语听觉科学教育部重点实验室,上海200062 [3]上海市黄浦区文庙路幼儿园,上海200010

出　　处：《学术探索》2012年第4期174-177,共4页Academic Exploration

摘　　要：以48名阅读优生和阅读学困生为被试(24名阅读优生,24名阅读学困生),采用2×2×2三因素混合实验设计,考察了附加问题的不同类型(意义性附加问题和监控性附加问题)和不同位置(附加问题的前置和后置)对阅读学困生和阅读优生说明文阅读理解的影响。结果表明(1)附加问题在说明文阅读理解上存在显著影响,对阅读学困生的影响要强于阅读优生;(2)意义性附加问题对阅读学困生说明文阅读理解的效果要强于监控性;(3)附加问题的后置效果要好于前置。Abstract ：With 48 experimenters （24 efficient readers and 24 inefficient readers）, the effects of adjunct questions with differ- ent types （ meaning - adjunct - questions and monitoring - adjunct - questions ） and positions （ preposition and postposition of adjunct questions） on the exposition reading comprehension of both efficient readers and inefficient readers were examined by a 2 × 2 × 2 mixed experimental design. The results showed that ： （ 1 ） adjunct questions had great effect on exposition reading com- prehension and this kind of influence was stronger on inefficient readers than on efficient readers. （2） Meaning - adjunct - ques- tion had more facilitative effects on inefficient readers than on monitoring -adjunct -questions. （3） There was better effect when adjunct question was postpositioned than it was prepositioned.

关 键 词：学困生 阅读理解 附加问题 

分 类 号：G420[文化科学—课程与教学论]