本研究的目的是在探討「明示閱讀策略教學」對於台灣國中生英文閱讀能力之效益，並研究此教學策略對國中生在閱讀測驗中不同題型的成效。此外，更深入研究國中生對閱讀策略的使用及對閱讀策略教學的回應。 研究對象是桃園市某國中76位八年級的學生，隨機分派為一實驗組，一控制組。實驗組學生在十五週中接受六種閱讀策略的訓練，包括預測、略讀找出大意、瀏覽找到特定資訊、推測、利用上下文猜生字意思、自我修正。訓練方式採「明示策略教學」，強調老師說明及示範、引導練習、自我練習及應用。研究的主要工具是前、後測（採自全民英檢閱讀測驗）、學生應用閱讀策略問卷、及學生對此教學策略的回饋問卷。 研究結果發現： (一) 教授閱讀策略技巧有助於學生的閱讀理解。接受閱讀策略教學的實驗組學生於後測階段，在閱讀理解測驗的表現明顯優於未接受閱讀策略的控制組學生。 (二) 閱讀策略教學有助於學生對各類型測驗題目（確認大意、文章細節、推論、猜測字意等）之掌握與理解。 (三) 明示閱讀策略教學有助於增強學生對閱讀策略的觀念及用法。大部分受 試者在實驗前不知道這些策略，但於教學後都了解並喜歡使用這些策略。 (四) 問卷結果顯示：大部分的實驗組學生對於「明示閱讀教學」在英語閱讀表現上的成效抱持肯定態度，尤其以利用瀏覽找特定資訊及略讀了解主旨為大多數學生認為是最實用的閱讀策略。 本研究者建議國中生應學習閱讀策略以提昇閱讀理解能力，而英文老師應於國一時即有系統地將閱讀策略教學融入英文課中，以幫助學生長期並廣泛地使用閱讀策略。此外，老師們應加強學生靈活運用由上而下及由下而上的閱讀策略，以達到有效的閱讀。再者，老師們應加強學生使用閱讀策略回答測驗問題的能力。最後，老師們應藉由策略教學及有趣的教材提高學生的閱讀興趣及動機。 / This study explores the effects of the explicit instruction of reading strategies on EFL junior high school students’ reading comprehension. The study further investigates if there are significant effects of reading strategies on reading comprehension for students in different types of questions. It also examines the students’ use of reading strategies and their responses to the strategy instruction. The participants of this study were 76 eighth-grade students from two classes at a junior high school in Taoyuan. Class 802 was the experimental group, and Class 825 was the control group. A fifteen-week explicit strategies instruction with its focus on six strategies (making predictions, skimming for the main idea, scanning for important information, making inferences, guessing the meanings of unfamiliar words from context, and self-monitoring) was given to all the participants in the experimental group. These strategies were taught explicitly, with their emphasis on modeling, guided practice, independent practice, and application. The reading comprehension test of GEPT－elementary level was used as the pretest and posttest to measure the participants’ reading comprehension ability before and after the instruction. A questionnaire was conducted to investigate the use of reading strategies both in the pretest and posttest. The major findings of the study are summarized as follows. 1. The strategies instruction was effective in promoting the participants’ reading comprehension. There is a significant difference in the reading performance between the experimental group and control group. When reading strategies are instructed to the experimental group, the group has the significant improvement in reading comprehension. 2. The strategies instruction helped the participants better comprehend main idea questions, detail questions, inference questions, and word-guessing questions. 3. The strategies instruction helped the participants build up knowledge and use the instructed strategies. Most of the participants did not have a clear idea of these strategies before the instruction, but they had learned to use these strategies and liked to use them after the instruction. 4. Most of the subjects had a positive response toward the strategies instruction. The strategies regarded by the participants as the most practical ones were “scanning for important information” and “skimming for the main idea”. The study provides several pedagogical implications. First, EFL junior high school students should learn reading strategies to improve their reading comprehension, and EFL teachers should provide them with explicit strategies instruction in a systematic way from the first year. Second, the strategy instruction should be incorporated into regular English class to help strengthen students’ long-term strategy use. Third, EFL teachers should help students use flexibly both top-down and bottom-up models to achieve effective and efficient reading. Fourth, in assessing students’ reading comprehension, EFL teachers should strengthen students’ use of strategies in answering comprehension questions. Last but not least, EFL teachers should arouse students’ interest and motivate them in English reading through strategy instruction and attractive text resources.

從學校圖書館的借閱情形，到臺灣104年度閱讀素養調查報告中，都顯示臺灣從青少年到成年人的閱讀內容，有淺薄化和狹窄化的現象。淺薄化意指思考深度較為淺薄的內容，狹窄化所指的是個人的閱讀種類具有偏好與習慣，上述例如小說類的輕小說或生活實用類的運動減肥書。長遠來看，這樣的閱讀風氣並不利於一個國家社會的穩定與發展。因此，「從教育紮根」便是常常受關注的口號，所以各學科國中教師，須思考以教學的力量，幫學生掌握閱讀理解策略，進行深思明辨，並且帶領學生認識多元化的閱讀視野。不過在升學主義的國中教育現場，要教師改變傳統教學法是有一定的困難度，所以本研究從已實行閱讀策略融入教學的老師去探討以下七點研究目的 : 一、了解國中學科教師對閱讀策略的認知和態度。 二、分析國中學科教師融入閱讀策略於在教學中的情形、收穫與想法。 三、整合與探討國中各學科需要的基本閱讀策略。 四、分析教師融入閱讀教學的原因與問題。 五、探討閱讀策略教學對各學科教學的擴散影響。 六、了解與探討教師於圖書資訊利用的情形。 本研究中採用訪談法，以一所國中為研究場域，針對五門學科(國文、英語、數學、社會和自然)各四位教師進行深度訪談。 訪談資料的分析結果有以下結論:教師認同需要閱讀策略融入教學來偏鄉學生改善學習能力，不過教師對於閱讀策略的認知相當有限。經過整合後學科需要的基本閱讀策略有瀏覽、摘要、辨詞、統整、解釋、比較、連結和推論，但不同學科之間仍有差異。除想養成學生自學能力外，另外教學意願也深受教學同儕的正面影響，然而教師認為趕課壓力卻是教學中最大的問題。閱讀策略教學對各學科教學確實具有助益與擴散影響，不過學科延伸閱讀的學習課程不多，呈現師生的學科圖書資訊素養不足，而教師多表示未來願意去嘗試設計推廣學科閱讀。 本研究分別對教育當局、學校單位和教師本身都有提出具體相關建議，以做為繼續推動長遠閱讀教育與活化教學的參考。 / From the condition of borrowing books in a school library to the Taiwanese reading literacy survey in 2015, it shows that the reading hobby of Taiwanese teenagers and adults is shallow and narrow. Shallow text means that the content is not good enough to think deeply and narrow hobby means people have their individual reading favorite and preference, such as light novels or the books of keeping fit. In the long term, such reading atmosphere goes against the stability and development of a country. “Rooted by education.” is an announcement won public attention. Thus, the junior high school teachers should think how to help students to use reading strategies well, to consider and recognize clearly, and to lead them to habepluralistic views. However, there is a certain difficulty for teachers to change their traditional teaching under diplomaism. The research studied the teachers who had practiced the incorporation teaching with reading strategies, and included 7 research purposes: 1.Understand junior high school teachers’ cognition and attitude about reading strategies. 2.Analyze the situation, gain and thoughts of teachers’ incorporation teaching with reading srtrategies. 3.Study the basic reading strategies of different subject’s needs. 4. Analyze the reasons and problems in teachers’ incorporation teaching. 5.Discuss Reading strategies’ spreading effect on different subject’ teaching . 6.Investigate the teachers how to use library information in teaching. The method of the research is in-depth interview. Choose 4 teachers for each subject (Chinese, English, Mathmatics, Social and Science) to make deepth interviews. Based on the analysis of the interviews, the major findings were as the following: The teachers agreed that rural students needed incorporation teaching with reading strategies to improve their learning ability, but teachers’ reading strategies cognition is quite finite. After integrating opinions, all subjects need browsing, abstracting, recognizing words, integrating, explaining, comparing, connecting, and inferring. However, there is still some difference among diverse subjects. Besides teach reading strategies to develop students’ independent studying, teachers are influenced by peers profoundly. Even so, their largest problem is the pressure to catch up school progress. Teaching reading strategies is doubtlessly helpful and effective in each subject’s teaching, but many extending reading courses in class is insufficient. Even though Reading literacy of subject is not abundant, teachers still expressed to design and popularize the subjects’ reading in the future. According to this research, the conclusions would offer the education authority, the administrative unit in school, and the teachers some concrete advises which could be the references to keep advancing the reading education and teaching actively.

本研究的目的在探討後設認知閱讀策略在EFL國中生英語閱讀上的效益。尤其是探究此訓練對高、低分組學生後設認知閱讀策略的使用差異，對英語閱讀觀點及理解之影響，以及學生對後設認知閱讀策略訓練所作的回應。 本研究以新竹縣某國中的一個七年級班級30位學生為研究對象，將學生分為高分組及低分組。這些學生接受為期四週的三種後設認知閱讀策略訓練 (分別為文意圖像策略、預測策略、總結策略)在英語閱讀上之運用。 在資料分析上，主要是針對高、低分組在前後實驗，在後設認知閱讀策略使用上的差異作比較及質的分析。高分組及低分組在閱讀理解測驗上的閱讀能力表現也會做量的分析。除此之外，學生們對於後設認知策略訓練所作的回應，予以質的分析。 本研究的主要總結如下： 1. 後設認知閱讀策略訓練能有效提升高分組及低分組兩組在後設認知閱讀策略上的使用。 2. 後設認知閱讀策略訓練有助於改善高分組及低分組的英語閱讀理解，學生們對後設認知閱讀策略訓練在閱讀理解方面的效益，皆抱持肯定的態度，尤其是低分組學生。 3. 後設認知閱讀策略訓練有助於高分組及低分組的學生，尤其是低分組學生，建立更正確的英語閱讀觀念。 4. 大部分的學生對於後設認知閱讀策略訓練的效益皆表示肯定的態度，並且樂於運用這些後設認知閱讀策略於英語閱讀上，且樂於學習新的閱讀策略。 最後，根據實驗的結果提供一些教學上的建議。 / The purpose of the present study is to investigate the effects of metacognitive reading strategy training (MRST) on junior-high-school students’ EFL reading. Specifically, the differences of metacognitive reading strategy use between HPG and LPG, perceptions of reading, English reading comprehension, and their responses to the metacognitive reading strategy training (MRST) are probed. The participants of this study were thirty junior high school students from one seven-grade class in Shingchu C. The participants were divided into high-proficient group and low-proficient group. These participants received the four-week training (MRST) with three metacognitive reading strategies (semantic mapping, prediction, and summarizing) in reading English texts. In the data collection, the differences between HPG and LPG in metacognitive reading strategy use in the pre-treatment and post-treatment were compared and analyzed qualitatively. Also, HPG and LPG students’ reading performance in reading comprehension tests between the pre-treatment and post-treatment were analyzed quantitatively. In addition, students’ perceptions toward the effects of the MRST were analyzed qualitatively. Based on the data analyses, the findings of the study are summarized as follows: 1. The MRST was effective in enhancing both HPG and LPG readers’ metacognitive awareness of strategy use. 2. The MRST helped improve both HPG and LPG readers’ comprehension in reading English texts, and students, especially LPG, had positive attitude toward the effectiveness of the MRST in improving reading comprehension. 3. The MRST helped both groups of students, especially LPG readers, have more correct perceptions toward English reading. 4. Most of the students exhibited positive attitude toward the effectiveness of the MRST and showed their willingness to apply the learned metacognitive reading strategies as well as to learn new reading strategies in English reading. Finally, some pedagogical implications and suggestions are provided on the basis of the findings in this study.

本研究旨在探討利用SQ3R閱讀策略應用在閱讀教學活動，對國小四年級學生閱讀理解能力及語文表達能力的影響，並根據研究結果提出閱讀教師對於學童閱讀策略教學之改善建議，提供國小教師日後進行閱讀教學之參考。 本研究採準實驗研究法、觀察法、問卷分析法及訪談法，以兩班國小四年級學生為研究對象，一班為接受SQ3R閱讀策略教學之實驗組學生，一班為接受傳統閱讀教學之控制組學生，兩班學生皆由研究者採用「閱讀理解-文章與試題範例」一書及PIRLS閱讀理解試題範例中擇取其中三篇文章為教材，進行為期十週共二十堂之實驗教學課程，在教學前後，對研究對象實施前測、後測、延後測，藉以了解學生閱讀理解能力是否有顯著的差異。 依據資料分析與研究結果，歸納出以下結論： 一、 運用「SQ3R閱讀策略」教學對國小四年級學生閱讀理解能力有顯著的影響。 二、 運用「SQ3R閱讀策略」教學對國小四年級高程度與中程度閱讀理解能力學生的閱讀理解能力有顯著的影響。 三、 運用「SQ3R閱讀策略」教學後，學生語文理解、運用及表達能力有顯著的進步。 最後，根據研究結果，提出對國小老師進行閱讀教學及未來研究之建議。 / The purpose of this study attempted to realize the impacts on reading comprehension and language expression for the fourth grade students of elementary school by using SQ3R reading strategies. According to the results, the suggestions were proposed as the reference for improving reading instruction strategies for elementary school teachers. This study used a quasi-experimental research method for observation the variations of reading comprehension on fourth grade students,The questionnaires and depth interview methods were pursued for a systematic realization of opinions from the students. In this study two classes were random sampling for survey A class of experimental group students accepted SQ3R reading strategy instruction, the other class students accepted the traditional teaching (control group). This study proceeded 10-weeks and chose 3 articles as prior-test, post-test, and delay test for analyzing the progress of students. The articles were chose from "Reading comprehension - articles and sample questions" and “PIRLS reading comprehension question examples”. The results were summarized as follows: 1. Reading comprehension of fourth grade students had a significant advancement under SQ3R reading strategies teaching. 2. SQ3R reading strategies teaching for improving reading comprehension were significant difference between high and low level students. 3. Reading comprehension, vocabulary usage, and language expression of testing students had significant progress under “SQ3R reading strategies teaching”.

本研究旨在探討利用結構/摘要/作筆記閱讀策略教學運用於高年級學童社會領域教學之學習成效，並根據研究結果擬具社會領域教師對於學童施行閱讀策略融入教學之參考。 本研究採準實驗研究法、觀察法、問卷分析法及訪談法，以兩班國小五年級學童為研究對象，一班為接受「結構/摘要/作筆記閱讀策略」教學之實驗組學生，一班為接受傳統社會領域教學之控制組學生，兩班學生皆由研究者進行教學，進行為期九週共十八堂之實驗教學課程，在教學前後，對研究對象實施前測、後測，藉以了解社會學習成效是否有顯著的差異。 依據資料分析與研究結果，歸納出以下結論： 一、 融入「結構/摘要/作筆記閱讀策略」教學，對於有效提升國小高年級學童社會學習領域之成效影響沒有顯著差異。 二、 實施「結構/摘要/作筆記閱讀策略」教學融入社會領域學習，對於不同學習成就的學童沒有顯著影響。 三、 「結構/摘要/作筆記閱讀策略」教學後，學生閱讀理解、閱讀策略運用、社會領域學習能力有顯著的進步。 最後，根據研究結果，提出對國小社會領域教師進行閱讀策略融入社會科教學及未來研究之建議。 / This study aims to discuss the application of Structure/Abstract/Making Notes reading comprehension strategy instruction to higher grade pupils’ learning effect on social studies. Based on the research results, reference for teachers of social studies integrating reading comprehension strategy into the instruction for pupils is proposed. With experimental research, observation method, questionnaire survey, and interview, two classes of G5 pupils are studied. The students in one class, as the experimental group, receive Structure/Abstract/Making Notes reading comprehension strategy instruction, while another class, as the control group, receives traditional instruction on social studies. Both classes of students are instructed by the researcher for 18 sessions in 9 weeks. Pretest and post-test are preceded before and after the instruction in order to understand the significant difference in the learning effect on social studies. According to the data analysis and the research results, the following conclusions are summarized. 1. Structure/Abstract/Making Notes reading comprehension strategy instruction does not significantly enhance high grade pupils’ learning effect on social studies. 2. Structure/Abstract/Making Notes reading comprehension strategy instruction does not show remarkable effects on the social studies learning of pupils with different learning achievements. 3. After the Structure/Abstract/Making Notes reading comprehension strategy instruction, the students’ reading comprehension, reading strategy application, and learning abilities in social studies reveal notable progress. Finally, suggestions for elementary school teachers of social studies integrating reading strategy into the instruction and future research are proposed according to the research results.

本研究旨在探討大學生的學習動機與閱讀策略間的相關。台灣南部的英語教師能借此研究進而了解學生之學習狀況與閱讀過程間所帶來之障礙。本研究探討在學生的閱讀過程中，影響學生學習動機之閱讀問題與閱讀策略。本研究的參與對象為二十四位國立屏東教育大學英語系二年級學生。在學期初與學習末時，受試者均接受前後測問卷調查、閱讀測驗、以及訪談。研究者依據受試者所填寫之問卷結果進行訪談，所有訪談皆對話錄音。最後，所有收集資料皆使用量化與質化分析。以下為本研究之研究發現： 一、 學生之學習動機與閱讀策略有相關。 二、 學生之閱讀策略與閱讀表現有相關。 三、 學生經常使用之閱讀策略為： 1. 我會先掌握文章的大綱，然後再仔細閱讀內容。 2. 我的腦海會出現文章內容的畫面。 3. 我會跳過不懂的部分並且透過可以理解的文章內容來幫助閱讀。 四、每位受試者對於閱讀練習之回應為正向態度。 / The purpose of this study is to investigate the correlation between college students’ learning motivation and reading strategies that may affect their reading comprehension. In order to help English teachers in southern Taiwan, this study may help these teachers to understand students’ learning situations and obstacles that may affect their reading. This study explored college students’ reading problems that influenced their learning motivation and reading strategies in their reading process. The participants of the study were twenty-four English-majored sophomores of National Pingtung University of Education. In the beginning and the end of the semester, participants were received the pre-study and post-study questionnaires, reading comprehension tests, and interviews during the semester. The researcher interviewed every participant based on the questionnaire results completed by themselves, and all interviews were audio-recorded. Finally, all of the data collected during the study were analyzed both qualitatively andquantitatively. The followings are the finding of the study: 1. There is correlation between students’ learning motivation and reading strategy. 2. There is correlation between students’ reading strategies and reading performance. 3. The most frequently reading strategies used by individual participants are (1) I will catch the article’s theme, than read the content carefully. (2) While reading, the pictures of context often show up in my mind (3)I will ignore the unreadable parts, and figure out the whole content through the readable parts. 4. Individual participant’s response toward their reading practice belonged to positive attitude. / Chinese Abstract……………………………………………………..…i English Abstract………………………………………………....……..ii Table OF CONTENTS………………………………………………...iii CHAPTER ONE INTRODUCTION…………………...……….…….1 Background and Motivation……………………………...….…….1 Purpose of the Study………………………………………………..2 Research Questions…………………………………………………2 Significance of the Study……………………………………………3 Definitions of Terms………………………………………………...4 CHAPTER TWO LITERATURE REVIEW………………………….6 Research on Learning motivation……………………….………..……6 Research on Reading Strategies………………………………………10 Research on Learning Community…………………………………...12 Related Studies in EFL Context……………………………….......….14 Research on Learning motivation………………………….…..……..14 Research on Reading Strategies……………………………..…….….18 The Present Study…………………………………………..…….…....22 CHAPTER THREE METHODOLOGY……………………………..23 Research Design……………………..……………………………..23 Participants and Background……………..………………………24 Procedure…………………………………………………………..25 Instruments………………………………………………………...27 Questionnaires……………………………………………………..27 Reading Comprehension Tests……………………………………28 Interviews……………………………….……….….……..……….28 Data Collection and Analysis…………………………….….……….29 CHAPTER FOURRESULTS AND DISCUSSION………………….30 The correlation between students’ learning motivation and reading strategies……………………………………………………………….30 The correlation between learning motivation and reading strategiesscores in the pre-test (the highest 8th scores)…………………………………………………………...….30 The correlation between learning motivation and reading strategiesscores in pre-test (the lowest 8th scores)………………………………………………………...…….32 The correlation between learning motivation and reading strategiesscores in the post-test (the highest 8th scores)……………………………………………………...……...…33 The correlation between learning motivation and reading strategiesscores in the post-test (the lowest 8th scores)…………. 35 Summary…………………………………...………………………36 Discussion………………..…………………………………..……..36 The correlation between students’ reading strategies and reading performance……………………………………………………………37 The correlation between reading strategies and reading performance scores in pre-test (the highest 8th scores)………………………………………………………..……..37 The correlation between reading strategies and reading performance scores in pre-test (the lowest 8th scores)………………………………………………………………38 The correlation between reading strategies and reading performance scores in post-test (the highest 8th scores)…………………………………………………......……..…40 The correlation between reading strategies and reading performance scores in post-test (the lowest 8th scores)………………………………………………………………41 Summary………………………………...……..…………………..42 Discussion…………………………………..……………………....43 The reading strategies most frequently used by individual participants………………………………………………………...…..43 What kinds of reading strategies do you use while reading?.......44 When you reading interestingarticles, which reading strategies do you use……………………………………………………………...45 When you read uninterestingarticles, which reading strategies do you use?................................................................................................... 47 When you read an easy article, which reading strategies do you use?.....................................................................................................48 When you read difficult article, which reading strategies do you use?.....................................................................................................50 The individual participants’ responses toward their reading practice............................................................................................52 The high level participants ‘responses…………………………..52 The middle level participants’ responses…………………….….53 The advancing participants’ responses…………………...….….54 CHAPTER FIVECONCLUSIONS…………………….……………56 Pedagogical Implications………………………………..………..60 Limitations and Suggestions………………………………..……..61 REFERENCES………………………………………………………...62 Appendix……………………………………………………………….66 Appendix A……………………………………………………………..66 Appendix B……………………………………………………………..72 Appendix C……………………………………………………………..79 Appendix D……………………………………………………………..86 Appendix E……………………………………………………………..96 Appendix E……………………………………………………………108 Appendix G………………...…………………………………………109 Appendix H…………………………………………………………...110 Appendix I…………………………………………..………………...111 Appendix J…...……………………………………..………………...112

論文提要內容：由於電腦科技的進步，多媒體光碟課體已應用在外語的學習；這種全新的媒體會不會直接或間接影響閱讀策略之使用，及閱讀理解之能力？是本研究所關心並感興趣的主題。 這個研究主要是觀察六十位以英語為外語學習目標的學生，他們在閱讀電腦光碟及閱讀書面時，如何使用閱讀策略？研究的方法包括出聲思考及實驗比較兩種方式。結果發現，使用資源型(resourcing)閱讀策略比傳統閱讀策略(local-meaning-getting, global-meaning-getting, monitoring/ regulatory reading strategies)來得多；但書面閱讀的閱讀理解能力表現卻比多媒體閱讀來得好。 所以，語言學習者不應該太仰賴那些不須自己花太多功夫，隨手可得的線上資源型閱讀策略；然而多媒體閱讀課體仍可以提供讀者很多相關背景知識來輔助他們閱讀。因此閱讀策略的教學應該列入語言教師的教學計畫裏，傳統閱讀策略的使用應該在閱讀中被視為一個很重要而且根本的元素，資源型閱讀策略是無法取代它們的。 透過這個研究，我們希望提供一些實證資料及有用的建議給語言學習者，讓他們利用電腦科技來成功地學習語言。 / Due to the advancement of computer technology, multimedia CD-ROM courseware is applied to foreign language learning. Will this brand-new media directly bring about an impact on reading strategies and indirectly make a contribution to reading comprehension? This is the main concern and interest of the study. The study investigated how 60 EFL students used reading strategies in CD-ROM and in printed context. The research methods included think-aloud protocol and experimental comparison approach. It was found that resourcing strategies are used more than the traditional reading strategies, that is, local-meaning-getting, gtobal-meaning-getting, and monitoring/ regulatory strategies. However, the reading comprehension performance in paper reading is better than that in multimedia reading. Thus, language. learners should be taught not to refer to on-line resourcing strategies too much without exercising efforts themselves, but they can take much background knowledge from reading courseware to facilitate their reading. The instruction of reading strategies should be included in the teaching programs of language teachers. Traditional reading strategies ought to be regarded as a fundamental element in reading and can not be replaced by resourcing strategies. Through this study, it is hoped that learning language with computer technology can bring a success to language learners by providing empirical data and useful suggestions.

本論文旨在探討閱讀檔案評量結合閱讀策略教學對於中台灣低成就國中生的影響。本研究對象為兩名八年級國中生，在七年級時因段考成績被學校歸為低成就組。這兩名學生上學期的英語成績平均相近，上課參與度高，作業確實繳交。 本研究採用Li (2008)與Yang (2007)針對國中基本學力測驗英語閱讀測驗題型提出之六大分類：確認文章主旨、引導正確結論、導出暗示推論、猜測字詞意義、尋找細部資訊、找出字詞指涉，並將此分類納為閱讀策略教學之目標。學生必須遵照閱讀檔案評量進度表，在接受閱讀策略教學同時，透過讀書心得練習策略，並透過閱讀檔案進行自評。研究為期十七週，每週一節課。為求完整了解學生閱讀與學習行為改變，並探究閱讀檔案評量結合閱讀策略教學之成效，本研究除蒐集學生閱讀檔案，亦施行仿全民英檢閱讀測驗，發放問卷，和學生進行面談，並觀察學生學習狀況。 本研究發現閱讀檔案評量結合閱讀策略教學能夠幫助低成就國中生精熟閱讀策略及提高閱讀成效。即使學生在進行檔案評量前後，對自己使用閱讀策略的認知和實際進行檔案評量的表現有所出入，學生於閱讀時進行選擇、反省、分享之情形仍較進行檔案評量前增加，充分體現檔案評量的精神。而學生閱讀行為之改變均符合Benson (2003)所談之促進學習自主原則。一旦學生學習自主性增加，學習動機隨之提高，學習反應良好，也同時負起學習責任(Cameron, 2007; Chen, 2004; Sarwar, 2002; ÜSTÜNLÜOGLU, 2009)。 本研究因此建議教育部基測委員會不應該僅以單選題型式來測驗學生閱讀能力，而應該嘗試其他題型。此外，本研究也建議英語教師設計適合學生的閱讀教材，或訂出學生閱讀分級讀本的規則，並建議編者把閱讀檔案評量與閱讀策略教學融入課本中。而按學生個別差異進行適性及彈性的調整仍有其必要性，以期發揮檔案評量結合策略教學對於學生閱讀表現之最大成效。 / The present study aims to investigate the effects of reading portfolio assessment (RPA) and reading strategy instruction on the junior high low achievers in central Taiwan. Participants in the present study were two eighth graders who were identified as low achievers according to their performance in monthly exams when in the seventh grade. They had something in common: having similar English average scores last semester, taking active participation in class, and finishing assignments by due dates. According to Li’s (2008) and Yang’s (2007) categorization of reading strategies, the Basic Competence Test (BCT) English reading comprehension tests are designed based on the following six reading strategies— identifying the main idea, drawing correct conclusions, drawing implications and inferences, determining the meaning out of the context, finding the detailed information, and finding the targets of the references. Following the RPA syllabus, the participants received reading strategy instruction, practiced the strategies through journals, and assessed themselves through reading portfolios. The observation took one class period every week for 17 weeks. With the help of simulated General English Proficiency Test (GEPT) reading comprehension tests, questionnaires, reading portfolios, conferences, and observations, the findings of the present study showed the participants’ change in reading/learning behaviors and the effectiveness of RPA/reading strategy instruction. The results indicated that RPA and reading strategy instruction may make the junior high low achievers master reading strategies and perform well in reading. Even though there is inconsistence between their understanding of their strategy use before RPA and their actual performance during RPA, they thoroughly show Katz and Johnson-Kuby’s (1996) three elements of portfolio assessment with increase in selection, reflection, and sharing when reading. The changed reading behaviors correspond to Benson’s (2003) principles for fostering learner autonomy; because of increased learner autonomy, they raise their learning motivation, have positive learning response, and take responsibility for their learning (Cameron, 2007; Chen, 2004; Sarwar, 2002; ÜSTÜNLÜOGLU, 2009). At last, the present study suggested that the BCT committee consider trying more diverse ways to test reading ability, rather than focusing only on single choice questions. Furthermore, this study suggested that English teachers design reading materials suitable for students or set up a system to get students to read higher level books, and that textbook editors include RPA and reading strategy instruction. Meanwhile, editors and teachers have to keep in mind that personal and diverse adjustments are permitted in order to have the best effectiveness on students’ learning of reading, as long as the adjustments follow guidelines for RPA.

本研究發展一能夠預測學習者閱讀英語文章時之「個人化閱讀焦慮預測模型」，此預測模型係以資料探勘技術為基礎，透過資料探勘技術於個人閱讀歷程及標註行為中進行閱讀焦慮預測規則的建立，並將預測結果與判定規則回傳給教師，以提供教師掌握造成學習者閱讀焦慮之關鍵因素，並提供適當閱讀輔助策略，藉此減緩學習者閱讀焦慮程度，進而提升其閱讀學習成效。 為了驗證本研究所發展「個人化閱讀焦慮預測模型」的可用性，以及探討本研究所設計不同學習機制對閱讀焦慮減緩策略的有效性，本研究以準實驗法設計三種不同閱讀學習機制並分別實施於控制組、實驗組A與實驗組B，接著以臺北市立萬芳國中一年級學生作為實驗對象，進行本研究實驗資料的收集，以作為驗證「個人化閱讀焦慮預測模型」可用性的資料來源及三種學習機制間降低閱讀焦慮與提昇閱讀學習成效的有效性驗證資料。 研究結果發現，「個人化閱讀焦慮預測模型」能有效預測學習者閱讀焦慮程度，為一個可靠的閱讀焦慮程度判別工具。此外，本研究發現低焦慮學習者在閱讀標註互動上較高焦慮學習者使用頻率高，顯示高低焦慮程度學習者在閱讀標註互動行為上有較明顯的差異，而本研究在實驗組A所實施的合作式閱讀機制能有一定程度能降低中焦慮組學習者閱讀焦慮現象；在實驗組B所提供的線上教師閱讀輔助策略亦能有助於學習者閱讀焦慮減緩。除此之外，本研究所設計三種不同學習機制皆能有效提昇學習者閱讀學習成效，顯示本研究所發展合作式閱讀標註系統有助於提昇學習者閱讀學習成效。   最後，將研究結果進行整理同時輔以文獻驗證，並歸納研究者在研究過程中觀察發現，提出個人化閱讀焦慮預測模型修正、合作式閱讀標註學習社群與電子書閱讀輔助應用等未來研究議題的初步架構，供後續研究者參考以進行更深入的探討。 / To effectively reduce reading anxiety while reading English articles, this study employs C4.5 decision tree, which is a widely used data mining technique, to develop a Personalized Reading Anxiety Level Prediction Model (PRALPM) for learners based on individual learners’ reading annotation behavior on a digital reading annotation system. The proposed PRALPM can explore the key factors that cause reading anxiety based on the fired prediction rules determined by decision tree. Through understanding these key factors that cause reading anxiety, instructor can support appropriate reading strategies to reduce learner’s reading anxiety level and promote their reading performance. To assess whether the proposed PRALPM can effectively assist instructor to reduce reading anxiety, this study adopted the quasi-experimental method to compare the learning performances of three learning groups, which are respectively supported by a digital reading annotation system with different learning mechanisms for reducing reading learning. Among the three learning groups, the control group, experimental group A and experimental group B conducted the same English reading learning activity, but were respectively distributed a digital reading annotation system with individual annotation, cooperative annotation and cooperative annotation with instructor’s support based on the proposed PRALPM for reducing reading anxiety. The experiment were executed on Taipei Municipal Wan-fang High School 7-grade student, and collected experimental data for verified the model availability and the effectiveness of different learning mechanism in lower learner’s reading anxiety level. The results found that PRALPM can predict learner’s reading anxiety level efficacious, and it’s also a reliable tool for identify reading anxiety. In addition, the study found that low level anxiety learners has more reading interactive than high level learners, it also mean different anxiety level learners have Significant differences in reading interaction activities. And the Collaborative reading mechanism can help middle-anxiety-level learner reduce their anxiety efficacious in experimental group A. The online teacher reading assisted strategy can also help learners to slow their read anxiety in experimental group B. Furthermore, three type of learning mechanism all have the positive Effect to enhance learner’s reading performance, it shows that this collaborative reading annotation system can help learner Have better learning outcomes. At last, the study summarized the researchers observed and bring forward some future research issues such as PRALPM modify, cooperative learning community and the application of e-book reader-assisted subject.

以英文為外語的學習者常仰賴閱讀獲取英文相關的知識跟文化，所以閱讀在台灣的英文課中得到相當程度地的重視，即便如此，台灣的高中英文閱讀教學多半只專注在仔細閱讀的教導上，而忽略了包含略讀、搜索閱讀跟掃讀的快速閱讀，這是因為快速閱讀並沒有納入在大學入學考試的測驗當中。考量到快速閱讀是日常生活跟學習上不可或缺的技能，本研究旨在檢驗台灣高中學生的英文快速閱讀能力，他們在進行快速閱讀中所採用的閱讀策略跟遇到的閱讀困難也是本研究的調查目標。研究者設計了一份快速閱讀測驗跟一份仔細閱讀測驗來比較學生們的閱讀能力。此外，研究者設計了一份問卷來調查學生們在快速閱讀測驗當中所運用的閱讀策略跟遭遇的閱讀困難。 研究結果顯示台灣高中學生在快速閱讀測驗上的表現略優於他們在仔細閱讀測驗上的表現。此外，學生們在掃讀上表現得最好，優於在搜索閱讀上的表現，而略讀上的表現則是最差。關於策略的使用，學生們雖然會運用快速閱讀策略來完成快速閱讀的任務，但他們仍然在快速閱讀測驗當中普遍地使用仔細閱讀的策略。至於閱讀的困難，學生們進行快速閱讀時的困難主要來自於文章的用字、主題熟悉度跟長度。根據研究的發現，本研究對於教導與評量台灣高中學生的快速閱讀能力提出了實務上的建議。 / As a crucial language skill for EFL learns to gain English knowledge and culture (Alsamadani, 2009), reading receives considerable pedagogical attention in English classes in Taiwan (Wu, 2010). However, the reading instruction at the senior high school level focuses on the careful reading (Hsu, 2004). The expeditious reading, including skimming, search reading, and scanning (Urquhart & Weir, 1998), is often neglected. Considering the usefulness of expeditious reading in daily and academic life (Brown, 2007), the present research examined the expeditious reading ability of Taiwanese senior high school students, their strategy use and difficulties they had experienced in conducting expeditious reading. The researcher composed an expeditious reading test and a careful reading test to compare the students’ reading performances. Besides, the researcher designed a questionnaire to survey the strategy use and difficulties experienced by the students in the expeditious reading test. The result showed that the Taiwanese senior high school students’ performance on the expeditious reading test was marginally higher than their performance on the careful reading test. In addition, the student’s scanning score was the highest, followed by the search reading, and the skimming was the lowest. As for strategy use, the students applied expeditious reading strategies to approach expeditious reading tasks in the test, but they also appealed to some careful reading strategies in the expeditious reading test. Concerning difficulties, the students faced more problems with the vocabulary, topics, and length of texts when conducting expeditious reading. The findings yielded practical implications for teaching and assessing the expeditious reading at the senior high school level in Taiwan.