比较二者的实验过程，结果的差异性可能源于以下几种原因：其一，被试阅读的

Comparing the experimental process of the two, the difference of the results may be due to the following reasons: First, the types of texts read by the subjects are different. Zahar's input material is a narrative text containing 1,100 words, while Webb's has multiple medium-length sentences. Second, the contextual topic information is classified differently. The former classifies contextual topic information into misleading/non-misleading context and general/instructive context. The latter category does not include misleading/non-misleading context, and all contexts have a certain amount of topic information; third, Vocabulary measurement tools are different. Zahar uses the Nation (2000) vocabulary proficiency test scale, and Webb uses dictation, translation, and multiple choice measurement methods; fourth, the research objects are different. The research object of the former is seventh-grade learners who belong to childhood and have not been guided by systematic learning strategies. The research object of the latter is second-year university learners, who have been able to choose appropriate learning strategies for reading.

Comparing the experimental processes of the two, the difference in results may be due to several reasons: First, the text type of the subject reading is different. Zahar's input is a narrative text of 1100 words, while Webb's is a number of medium-length sentences; The former divides contextual subject information into misleading/non-misleading contexts, general/guiding contexts, while the latter categories do not contain misleading/non-misleading contexts, and all contexts have a certain amount of subject matter information; Zahar uses the National (2000) vocabulary level test scale, and Webb uses measurement methods such as seration, translation, and multiple choices; The former is a seventh-grade learner, belongs to childhood, has not been guided by the systematic learning strategy, the latter research object is the second-year college learner, they have been able to choose the appropriate learning strategy to read.

The differences in the results may be due to the following reasons: first, the different types of texts the subjects read. Zahar's input material is a narrative text with 1100 words, while Weber's has many medium length sentences; secondly, the classification of contextual topic information is different. The former classifies contextual thematic information into misleading / non misleading context and general / instructive context, while the latter does not include misleading / non misleading context, and all contexts have a certain amount of topic information; thirdly, vocabulary measurement tools are different. Zahar used the nation (2000) vocabulary proficiency test scale, and Webb used dictation, translation and multiple choice measurement methods; fourthly, the research objects were different. The research object of the former is the seventh grade learners, who belong to the childhood period and have not been guided by the systematic learning strategies, while the latter is the sophomores who have been able to choose the appropriate learning strategies to read.<BR>