摘要
以48名小学六年级学生为被试(24名阅读优生,24名阅读困难学生),运用3×2两因素完全随机实验考察了不同类型的附加问题对阅读优生和阅读困难学生阅读理解的影响。结果表明问题类型与学生类型存在显著交互作用,监控性附加问题比意义理解附加问题更有利于提高阅读困难学生的理解成绩,而问题类型对优生的阅读理解成绩没有显著影响。
The effects of adjunct questions of different types on the reading comprehension achievement of good and poor readers were examined by a 3×2 randomly factorial design. 48 sixth graders (24 good readers and 24 poor readers ) participated. The results indicated that there was a significant interaction between types of adjunct questions and types of subjects. Monitoring-adjunct-questions had more facilitative effects on poor readers than meaning-comprehending-questions. Adjunct questions of different types had no significant effect on good readers.
出处
《心理科学》
CSSCI
CSCD
北大核心
2005年第3期584-587,共4页
Journal of Psychological Science
