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.

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.