本研究旨在探討閱讀理解困難兒童在不同體裁文章的閱讀理解學習成效。參考國小各版本之國語課文，選取不同體裁文章並加以改編，採用文章結構分析策略，搭配其他閱讀理解策略，研究對象爲三位國小高年級閱讀理解困難兒童。採用單一受試無基準線之替代處理實驗設計，以自編「閱讀理解評量」爲研究工具，所得資料以目視分析、統計分析、及訪談觀察記錄進行分析。結果顯示閱讀理解困難兒童在不同體裁文章的閱讀理解表現呈現差異；在記敘文的正確題數學習達顯著成效，但是完成題數學習未達顯著成效；在說明文與議論文的完成題數暨正確題數學習未達顯著成效。

The major purpose of this study was to explore the effects in different text styles of strategy teaching on text structure analysis for elementary students with reading comprehension difficulties. An Alternating Treatment Designs was employed in this study. Three elementary children with reading comprehension difficulties were taught text structure analysis strategies. Teaching materials were referred to versions of Chinese texts, and use the test of reading comprehension. Analysis was based on visual analysis, statistic, and qualitative methods. The major findings are as followings：Reading comprehension performances in different text styles of reading comprehension difficulties students have significant difference. The learning effects in reading comprehension correct scores in narrative materials are significant, but no significant effect in reading comprehension finished scores in narrative materials. The learning effects in reading comprehension finished and correct scores in both expository materials and argumentative essays are no significance. More results and analyses have given in the paper. Educational implications and further research perspectives were proposed according to the results.