本研究主要目的在依據自我調整學習的模式，將此一模式導入整合式閱讀理解策略輔助系統的運用，來設計一套電腦化引導的閱讀理解策略自我調整輔助系統，探討此系統中自我調整與閱讀理解策略對於國一學生在國語文成就測驗與閱讀測驗的影響。
研究中的自我調整學習模式是根據Zimmerman et al.(1996)所提出的一套循環的學習步驟，閱讀理解策略輔助系統則是根據黃嶸生(2002)所開發的電腦化整合式閱讀理解策略輔助系統。
本研究以高雄市陽明國中一年級學生139名為對象。研究中將受試者以班級為單位分為實驗組1、實驗組2與控制組，實驗組1共45人(男生24人，女生21人)，實驗組2共42人(男生21人，女生21人)，控制組共42人(男生23人，女生19人)。實驗組1是利用系統中自我調整方式從事各種閱讀策略的練習，實驗組2僅使用系統中的自我調整方式做閱讀練習，而控制組僅使用系統中的閱讀策略做練習。
本研究前測使用國語文成就測驗甲式，後測使用國語文成就測驗乙式，用以測量學生的國語文能力與閱讀理解能力，所得資料做共變數分析。而分析的結果顯示： 1.自我調整閱讀理解策略輔助系統中自我調整與閱讀理解策略的使用對於國一學生的國語文成就提升皆沒有顯著的效果； 2.自我調整閱讀理解策略輔助系統中自我調整與閱讀理解策略的使用對於國一學生的國語文成就中閱讀理解測驗提升皆沒有顯著的效果； 3. 自我調整閱讀理解策略輔助系統中自我調整與閱讀理解策略的使用對於國一學生低學習成就者的國語文成就中閱讀理解測驗提升皆有顯著的效果。

The main purposes of this research were to combine a self-regulating learning model with strategies-based reading comprehension system；and design the strategies-based reading comprehension self-regulating system；and investigate the effects of self regulation and strategies of reading comprehension on Junior High School Students.
The self-regulating learning model was based on Zimmerman et al.(1996) and strategies-based reading comprehension system was based on Jung-Sheng Huang(2002).
The subjects were 139 first grade students selected from a junior high school in Kaohsiung City. The subjects were divided into three groups. The experimental group1 used the self-regulating learning model in practicing strategies of reading comprehension, and the experimental group2 only used the self-regulating learning model in reading, and the control group only practiced the strategies of reading comprehension.
The data obtained were analyzed by ANOVAs to test the effect of the system. The findings were as follow：1.The self-regulation and the strategies of reading comprehension of the system showed no significant effects on the Chinese language achievements. 2. The self-regulation and the strategies of reading comprehension of the system showed no significant effects on the abilities of reading comprehension. 3. The self-regulation and the strategies of reading comprehension of the system showed significant effects on the abilities of reading comprehension to students of lower achievements.

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