本研究的主要目的是在探討概念構圖策略對閱讀理解能力的促進是否具有立即效果與遷移效果，並提出概念構圖的學習步驟，以供未來學習概念構圖的參考。
本研究以台北市吳興國小五年級四個班級126名學生作為研究對象，隨機分派為四組，分別以概念圖的改錯、概念圖的鷹架學習、概念圖的自行建構及不使用概念圖輔助閱讀。其結果發現：(1)概念圖的使用方式對國小學童的閱讀理解能力的促進效果是 概念圖的改錯明顯優於概念圖的鷹架學習、概念圖的自行建構與不使用概念構圖，而後三者之間並沒有顯著的差異存在。(2) 概念圖的使用方式對國小學童的摘要能力的促進效果是 概念圖的改錯明顯優於概念圖的鷹架學習、概念圖的自行建構與不使用概念構圖以及概念圖的鷹架學習優於概念圖的自行構圖，而概念圖的自行構圖與不使用概念構圖之間沒有顯著差異存在。(3)不同的概念圖使用方式，對不同閱讀能力學習者在閱讀理解能力與摘要能力的促進上，並沒有造成不同的輔助效果。

The main purpose of this research is to investigate the immediate and transfer effects of concept mapping on reading comprehension.
The subjects were 126 fifth grade readers from an elementary school in Taipei city. Through random assignment, the readers were assigned to one of four treatment groups: "Concept Map Error Detecting", "Concept Map Scaffolded Learning", "Concept Map Self-Constructing" and "Control" groups.
Through this experiment, we find three results: (1) In the immediate effect of concept mapping on reading comprehension, the "Concept Map Error Detecting" group scores significantly higher than the other three groups, which score no significant differences among one another. (2) In the transfer effect of concept mapping on summarization , the "Concept Map Error Detecting" group scores significantly higher than the other groups. And "Concept Map Scaffolded Learning" group scores significantly higher than "Concept Map Self-Constructing" and "Control" groups which score no significant differences between each other.

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