不同的文体各具特色，议论文也有其自身的特点。作为我国三大教学文体之一，无论是在大中型考试还是生活实践中，议论文阅读都占有很大的比重。阅读能力是一种十分重要的语文能力，以往对议论文的研究多集中于议论文教学或文体知识阅读方面，对议论文阅读能力的研究关注甚少，开展议论文阅读能力的研究不仅能够丰富相关理论，提供一种研究角度，还可以了解学生议论文阅读能力现状，切实指导阅读教学。本研究的基本思路和研究方法包括：首先，在借鉴教育学、心理学以及国际测评工具等相关研究的基础上，试图建构一套议论文阅读能力结构（专门针对3—8年级），建构的能力框架包括一级能力和二级能力。其次，用实证研究的方法（项目反映理论）检测理论建构框架，并及时给出实证分析对理论建构的反思。再次，以建构的议论文阅读能力结构为依据，用数据的形式展示学生议论文阅读能力现状，并提出相应的教学建议。根据理论建构和实证数据分析，笔者得出如下结论：一、议论文阅读包括四个一级能力：基础知识能力、分析理解能力、评价判断能力、创新迁移能力。一级能力下又包括九个从属的二级能力：①提取信息②提炼观点③归纳概括④分析综合⑤评价形式⑥鉴赏内容⑦评论观点⑧运用迁移⑨发散创新。此议论文阅读能力结构在一定程度上是可用的。二、议论文阅读的四个一级能力在我们研制的试题当中，并没有很好的体现阅读能力各要素间的难度等级差别。三、各年级的学生在四个维度上的能力水平由低到高表现为基础知识能力、分析理解能力、评价判断能力、创新迁移能力。学生在四个维度上的能力均呈现为六年级骤然提高，七年级忽然下降，八年级又快速提高的规律。四、在多级计分的阅读试题中，试题的难度跨越随着分值的增加而逐渐扩大，表明学生从获得1分到获得5分的过程会愈加困难。本研究的特色和创新之处是在统计国内外议论文阅读能力频数的基础上，提出议论文阅读能力结构。综合运用认知心理学、教育学、教育测量学等多学科领域的知识分析议论文阅读能力，充分考虑学生阅读心理加工过程。既有理论依据又有实证数据支撑，有效减少研究的误差。且研究中采用项目反映理论，实现了将学生能力和试题难度在统一标尺上进行衡量，科学有效地评估学生阅读能力的大小，更加关注学生的阅读能力而非学生得分。

Different style has different characteristics, argumentative essays also has its own characteristics. As one of three major teaching style , both large and medium-sized exams and daily life, reading of argumentative essays all occupy a big proportion. Reading ability is a very important language and literature ability, Previous studies of argumentative essays more focused on what reading teaching or stylistic knowledge, but concerning little about argumentative essays reading ability, What reading ability of study not only enriches related theory, but also provide a research perspective, which can also understand students’ present situation about reading ability of argumentative essays, to guide the teaching of reading.The basic train of thought and research methods for this study as follows: Firstly, in reference to the pedagogy, psychology and the international assessment tools or other related research , we trying to construct a set of argumentative essays reading ability structure (specifically for 3-8 grade), the ability structure including primary and secondary ability. Secondly, use the method of empirical research (IRT) to detect the theory construction, and gives the rethink to the theoretical construction in a timely manner. Thirdly, based on construction of the argumentative essays of the reading ability structure, use the data show students’ reading ability present situation, which put forward the corresponding teaching Suggestions.According to the theoretical construction and empirical data analysis, the author draws some conclusions as follows:1. The reading of argumentative essays includes four primary abilities: basic knowledge ability, analysis, evaluation of judgment ability, innovation ability to migrate. The primary abilities includes nine subordinate secondary abilities: extracting information, abstracting viewpoint, summary, analysis and comprehensive, evaluation form, appreciation content, comments opinions, spread by migration, innovation ability . The reading ability structure is available to develop argumentative essays.2. In our test, the framework of the argument of reading ability doesn’t well reflect the difficulty level between reading ability elements.3. Basic knowledge ability, analysis, comprehension and evaluation judgment ability, innovation ability to migrate, the four dimensions are ranked in such order as the ability of students in each grades grow from weak to strong. And the ability in four dimensions all follow the same pattern of boosting, dropping and the boosting again through sixth to eighth grade.4. In multistage scoring of reading test, with the increase of scores , the difficulty crossing gradually expands, which shows that the process grow harder as the students trying to get more points.Characteristic and innovation of this study is on the basis of statistical argumentative essays reading frequency at home and abroad, to put forward the structure of reading ability. use of cognitive psychology, pedagogy, education surveying and other multi-disciplinary knowledge to analyze argumentative essays reading ability, and give full consideration to students' reading psychology process. With theoretical basis and empirical data to support, which reduce the error of the study effectively. The IRT realizes the students ability and item difficulty in unified measure scale, the size of the scientific and effective to evaluate the students' reading ability, and pay more attention to the students' reading ability rather than score.