Abstract
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.