本研究主要目的在根據閱讀歷程中的主要成份，設計相對的電腦化整合式閱讀理解策略輔助系統；探討整合式閱讀理解策略輔助系統對國小五、六年級學童閱讀理解能力、策略運用之影響；並探討不同閱讀能力學童在閱讀理解和策略運用之影響。
研究中的整合式閱讀理解策略輔助系統根據張國恩、蘇宜芬、宋曜廷（2000）的ASOIM模型為系統架構，並配合適當的閱讀策略開發設計。
本研究以桃園縣大勇國小五年級學童66名、六年級學童130名為對象。理解能力、策略運用的效果研究採不等組後測設計。研究中將受試者以班級為單位隨機分派為實驗組和控制組，實驗組在五年級部份共有32人（男生16人、女生16人），六年級部份共65人（男生35人、女生30人）；控制組在五年級部份共有34人（男生18人、女生16人），六年級部份共65人（男生34人、女生31人）。其中實驗組採用自行發展的整合式閱讀理解策略輔助系統教學，每週二次，每次50分鐘，為期11週22次。控制組不實施教學，只將相同的閱讀教材發給他們閱讀。
本研究前測以柯華葳（民88）「閱讀理解困難篩選測驗」區分高、低閱讀能力的學童，後測以蘇宜芬（民80）「故事體的閱讀理解測驗複本乙」、蘇宜芬（民80）「說明體的閱讀理解測驗複本乙」、「自我發問測驗」、「偵錯測驗」、「克漏字測驗」、「摘要效率」、「先前知識整合測驗」分別測量受試者在實驗處理結束一週內的故事體、說明體閱讀理解能力，故事體、說明體策略運用能力。所得資料以二因子共變數分析。
研究結果顯示：
1.閱讀歷程中的專注、選擇、組織、整合、及監控等成份，可以作為設計整合式閱讀理解策略輔助系統的依據，且系統對於提昇國小學童的閱讀能力和策略運用上有幫助。
2.整合式閱讀理解策略輔助系統在國小五、六年級學童的閱讀理解能力上：五年級在故事體方面沒有顯著的效果，但在說明體方面有顯著的效果；六年級在故事體與說明體上均有顯著的效果。
3.整合式閱讀理解策略輔助系統在國小五、六年級學童的策略運用上：五、六年級在自我發問策略的故事體和說明體上均有顯著的效果；五年級在偵錯策略的故事體上沒有顯著的效果，但在說明體上有顯著的效果；六年級在偵錯策略的故事體和說明體上均有顯著的效果；五、六年級在推論策略的故事體上均無顯著的效果，但在說明體上均有顯著的效果；五、六年級在摘要策略的故事體和說明體上均有顯著的效果；五、六年級在文章先前知識整合策略的故事體上均有顯著的效果，但在說明體上均無顯著的效果。
4.整合式閱讀理解策略輔助系統對於國小五、六年級的高、低閱讀能力學童，其在閱讀理解和策略運用的能力，大致上均有不錯的效果。

The main purposes of this research were to design the computerized integrated strategies-based reading comprehension system; investigate the effects of integrated strategies-based reading comprehension system on fifth and sixth graders’ abilities of reading comprehension and strategies application; and investigate the effects on different reading abilities students’ abilities of reading comprehension and strategies application.
The subjects were 66 fifth grade students and 130 sixth grade students selected from an elementary school in Taoyuan City. Through random assignment, the subjects were divided into two group. The experimental group received the integrated strategies-based reading comprehension system, while the control group did not receive reading comprehension system.
Six instruments, namely, Narratives Reading Comprehension Test, Expository Reading Comprehension Test, Self-questioning Test, Error Detection Test, Cloze Test, Efficiency of Text summarization, Integration of Prior Knowledge Test, were used to measure abilities of reading comprehension and strategies application.
The data obtained were analyzed by two-way design ANCOVAs to test the effect of the system. The findings were as follows:
1. The reading processes, attending, selecting, organizing, integrating, and monitoring are appropriate for the design an integrated strategies-based reading comprehension system, which is helpful to improve elementary students abilities of reading comprehension and strategies application.
2. The system showed no significant effects on the reading comprehension of narratives for fifth grade students but showed significant effects on reading comprehension of expository texts; system showed significant effects on reading comprehension of narratives and expository texts for sixth grade students.
3. The system showed significant effects on the self-questioning for fifth and sixth grade students; system showed no significant effects on error detection of narratives for fifth grade students but showed significant effects on error detection of expository texts; system showed significant effects on error detection of narratives and expository texts for sixth grade students; system showed no significant on the cloze test of narratives for fifth and sixth grade students but showed significant effects on cloze test of expository texts; system showed significant effects on the integration of prior knowledge test of narratives for fifth and sixth grade students but showed no significant effects on integration of prior knowledge test of expository texts.
4. For both the higher and less skilled readers of fifth and sixth graders, the system demonstrated positive effects on the majority of the abilities tested.

【中文部份】
朱經明（民84）。閱讀障礙與電腦輔助教學。特殊教育與復健學報，4期，頁153-161。
邱上真（民80）。學習策略教學的理論與實際。特殊教育與復健學報，1期，頁1-49。
林秀貞（民86）。國小六年級學童社會科閱讀理解研究。國立高雄師範大學教育學系碩士論文。
林玟慧（民84）。閱讀理解策略教學對國中閱讀障礙學生閱讀效果之研究。特殊教育研究學刊，12期，頁235-259。
林蕙君（民84）。閱讀能力、說明文結構對國小高年級學生的閱讀理解及閱讀策略使用之影響研究，新竹師院國民教育研究所論文集，第1集，頁57-85。
林清山（民79）。教育心理學—認知取向，台北：遠流。
林建平（民83）。整合學習策略與動機的訓練方案對國小閱讀理解困難兒童的輔導效果。國立臺灣師範大學教育心理與輔導研究所博士論文。
林寶山（民81）。凱勒教學模式之應用，輯於何福田編，從學習心理談教學策略，40-54，省教育廳。
洪碧霞，邱上真（民86）。國語文低成就學生閱讀表現之追蹤研究（Ⅲ）。國科會專題研究計畫成果報告。
胡永崇(民88)。後設認知策略對不同年級國小閱讀理解能力低下學生教學成效之研究。國科會專案研究報告。
胥彥華（民78）。學習策略對國小六年級學生閱讀效果之研究。國立臺灣師教育學院特殊教育研究所碩士論文。
柯華葳（民88）：閱讀理解困難篩選測驗。中國測驗學會測驗年刊，46輯，2期，頁1-11。
涂金堂（民88）。閱讀理解推論歷程之研究。教育研究，7期，頁129-141。
陳李綢(民81)。認知發展與輔導，台北市：心理出版社。
陳櫻代（民88）。概念構圖策略促進閱讀理解能力之研究。國立臺灣師範大學資訊教育研究所碩士論文。
郭靜姿（民82）。閱讀理解訓練方案對於增進閱讀策略運用與後設認知能力之成效研究。教育研究資訊，1卷5期，頁26-50。
郭建志（民84）。前導組織與先前知識對國小學童回憶效果之研究。國立高雄師範大學教育學系碩士論文。
張瑛玿（民83）。自我發問策略對國小學生的閱讀理解與自我發問能力之影響。國立臺灣師範大學教育心理與輔導研究所碩士論文。
張國恩，蘇宜芬，宋曜廷（2000）。閱讀理解輔助系統之設計及其應用效果研究—以閱讀障礙學生為例【I】：統整式教學策略的設計。國科會輔助研究計劃，NSC89-2614-S-003-003。
張蘇美（民85）。因果類型之激發方式與文章結構對學童閱讀理解的影響。國立新竹師範學院初等教育研究所碩士論文。
詹文宏（民83）。後設認知閱讀策略對國小閱讀障礙兒童閱讀理解能力之研究。國立彰化師範大學特殊教育研究所碩士論文。
楊芷芳（民84）。國小不同後設認知能力兒童的閱讀理解能力閱讀理解策略之研究。初等教育研究集刊，3期，頁215-216。
劉信雄（民81）。國小學生認知風格、學習策略、自我效能、與學業成就關係之研究。國立政治大學教育研究所博士論文。
劉吟玲（民83）。後設認知閱讀策略教學對國中低閱讀能力學生閱讀效果之研究。國立彰化師範大學特殊教育研究所碩士論文。
顏若映（民83）。先前知識與文章連貫性對國小學童閱讀理解之影響。國立政治大學教育研究所博士論文。
顏若映(民81)。教科書內容設計與閱讀理解之認知研究。政大教育心理與研究，15，頁101-128。
蘇宜芬（民80），後設認知訓練課程對國小低閱讀能力學生的閱讀能力與後設認知能力之影響。國立臺灣師範大學教育心理與輔導研究所碩士論文。
萬雲英(民80年)。兒童學習漢字的心理特點與教學。輯於楊中芳和高尚仁主編：中國人．中國心--發展與教學篇，449-550。台北：遠流。
藍彗君（民80）。學習障礙兒童與普通兒童閱讀不同結構文章之閱讀理解與理解策略的比較研究。國立臺灣師範大學特殊教育研究所碩士論文。
【英文部份】
Anderson, T. H.（1978）. Another look at the self-questioning study technique. Technical Report No. 6. Urbana：University of Illinois, Center for the Study of Reading.
Andre, M. E. D. A. & Anderson, T. H.（1978-79）.The self-questioning study technique. Reading Research Quarterly, 14, 605-623.
Anderson, V. & Hidi, S.（1989）. Teaching student to summarize. Educational Leadership, 46（4）, 26-28.
Ashcraft, M. H.（1989）. Human memory and cognition（2nd ed.）. New York：Scott, Foresman and Company.
Baker, L. & Zimlin, L. (1987). Training children to use two levels of standards to evaluate their comprehension: Evidence of generalization and maintenance. Paper presented at the biennial meeting of the Society for esearch in Child Development, Maryland. (ERIC Document Reproduction Service No. ED 284195)
Black, J.（1985）. An exposition on understanding expository text. In B. Britton & J. Black（Eds.）, Understanding expository text. Hillsdale, NJ：Erlbaum.
Bos, C. S., & Vaughn, S.（1994）. Strategies for teaching students with learning and behavior problems（3rd ed.）. Boston：Allyn and Bacon.
Brown, A. L., & Smiley, S. S. （1977）. Rating the importance of structural units of prose passages：A problem of metacognition development. Child Development, 48. 1-8.
Brown, A. L.,& Day, J. D.(1983). Macrorules for summarizing texts: The development of experties. Journal of Verbal Leaning and Verbal Behavior, 22, 1-4.
Catts, H. W.（1989）. Phonological processing deficits and reading disabilities. In A. G. Kamhi & H. W. Catts（Eds.）, Reading disabilities：A developmental language perspective（pp. 101-132）. Boston, MA：College-Hill.
Clark, F. L., Deshler, D. D., Schumaker, J. B., Alley, F. R., & Warner, M. M.（1984）. Visual imagery and self-questioning：Strategies to improve comprehension of written material. Journal of Learning Disabilities, 17（3）, 145-149.
Collins, A. Brow, J.S., & Newman, S（1987）. Cognitive apprenticeship：Teaching students the craft of reading, writing, and mathematics. In L.B. Resnick（Ed.）, Cognition and instruction：Issues and agendas. Hillsdale, NJ：Erlbaum.
Cory, K. A.（1991）. Effects of display variables and cognitive field orientation on time to learn a task（Doctoral dissertation, University of Michigan, 1990）. Dissertation Abstracts International, 5107A, p.2158.（Publication No. AAC 9034408）.
Dale H. Schunk & Jo Mary Rice（1992）. Influence of reading-comprehension strategy information on children`s achievement outcomes. Learning Disability Quarterly, 15, 51-64.
Davey, B., & McBride, S.（1986）. Effects of question-generation training on reading comprehension. Journal of Educational Psychology, 78, 256-262.
DeWitz, P., Carr, E. M., & Patberg, J. P.（1987）. Effects of inference training on comprehension and comprehension monitoring. Reading Research Quarterly, 22, 99-119.
Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D.（1991）. Moving from the old to the new：Research on reading comprehension instruction. American Educational Research Journal, 61（2）, 239-264.
Draheim, M. E.（1986）. Reading-thinking activity, conceptual mapping, and underlining：Their effects on expository text recall in a writing task. California：The Annual Meeting of the Nation Reading Conference.
Dreher, M. J., & Gambrell, L. B.（1985）. Teaching children to use a self-questioning strategy for studying expository prose. Reading Improvement, 22, 2-7.
Gagne, E. D.,（1985）Cognitive psychology of school learning. Boston, MA：Little, Brown and Company.
Gagne, E. D., Yekovich, C.W., & Yekovich, F. R.（1993）. The cognitive psychology of school learning（2nd ed.）. New York, NY：HarperCollins College Publishers.
Gallego, M. A.（1992）. Collaborative instruction for reading comprehension：The role of discourse and discussion. In M. Pressley, K. R. Harris, & J. T. Guthrie（Eds.）, Promoting academic competence and literacy in school（pp. 223-242）. New York：Academic Press, Inc.
Gajria, M., & Salvia, J.（1992）. The effects of summarization instruction on text comprehension instruction on text comprehension of students with learning disabilities. Exceptional Children, 58, 508-516.
Garner, R.（1982）. Efficient text summarization：Cost and benefit. Journal of Educational Research, 75（5）, 275-279.
Hansen, J.（1981）. The effects of inference training and practice on young children’s comprehension. Reading Research Quarterly, 16, 391-417.
Havel, P., & Treagust, D. F.（1989）. Visual library research：A method for helping low achieving students learning science. School Science and Mathematics, 89（3）, 220-227.
Hoge, G. S.（1982）. A Study of reading comprehension monitoring using reader selected miscues with selected tenth, eleventh, and twelfth grade students. Dissertation Abstracts International, 44, 02A, P.447.（Publication No. AAC 8310398）
Johnson, L. L.（1988）. Effects of underlining textbooks sentence on passage and sentence retention. Reading research and Instruction, 28（1）, 18-32.（ERIC Document Reproduction Service No. EJ 379917）
King, A.,（1989）, Effects of self-questioning training on college student’s comprehension of lectures. Contemporary Education on psychology, 14, 366-381.
Kintsch, W., & Van Dijk, T. A.（1978）. Toward a model of text comprehension and production. Psychological Review, 85（5）, 363-394.
Kao, M. T. (1996). Scaffolding in hypermedia assisted instruction: An example of integration. Report.
Lerner, J. W. (1989). Learning disabilities. Boston: Houghton Mifflin Company
Lloyd, C. V.（1990）. The elaboration of concepts in three biology textbooks：Facilitating student learning. Journal of Research in Science Teaching, 27（10）, 1019-1032.
MacArthur, C., & Haynes, J.(1995). Student Assistant for Learning from Text(SALT): A Hypermedia reading aid. Journal of Learning Disabilities, 28, 150-159.
MacGregor, S. K.（1984）. The effects of questioning-strategy training delivered by a computerized-text system on the comprehension, vocabulary, and metacognition of third grade students. Dissertation Abstracts International, 46, 01A, P.63.（Publication No. AAC 8500239）
Malone, L. D., & Mastropieri, M. A.(1992). Reading comprehension instruction: Summarization and self-monitoring training for students with learning disabilities. Expextional Children,58,270-279.
Markman, E.（1979）. Realizing that you do not understand：Elementary school children’s awareness of inconsistencies. Child Development, 50, 643-655.
Marston, D., Deno, S. Y., Kim, D., Diment, K. & Rogers, D.（1995）.Comparison of reading intervention approaches for students with mild disabilities. Exceptional children, 62（1）, 20-37.
Mayer, R. E. (1996). Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive processes in knowledge construction. Educational Psychology Review, 8, 357-371.
Means, M. L., & Voss, J.（1985）. Star wars：A development study of expert novice knowledge structures, Journal of memory and Language, 24, 746-757.
Mercer, C. D., & Mercer, A. R.（1993）. Teaching students with learning problems（3rd ed.）. New York：Macmillan Publishing Company.
Montali, P. & Lewandowski, L.(1996). Bimodal reading: Benefits of a talking cmputer for aerage and less skilled readers. Journal of Learning Disabilities, 29, 271-279.
Neisser, U.（1967）. Cognitive psychology. New York：Appleton-Century-Crofts.
Norman, D. A.（1980）. Cognitive engineering and education. In D. T. Tuma & F. Reif（Eds.）, Problem solving and education：Issues in teaching and research. Hillsdale, N. J.：Erlboum.
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge, London:Cambridge University Press.
Novak, J. D., & Gowin, D. B. (1989). Learning how to learn. New York:Cambridge University Press.
Palincsar, A. S., & Brown, A. L.（1984）. Reciprocal teaching of comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
Paris, S. G., Gross, D. R., & Lipson, M. Y.（1984）. Informed strategies for learning：A program to improve children`s reading awareness and comprehension. Journal of Educational Psychology, 79（6）, 1239-1252.
Paris, S. G., & J. E.（1984）. The benefits of informed instruction for children`s reading awareness and comprehension skills. Child Development, 55, 2083-2093.
Paris, S. G., & Oka, E. R.（1986）. Children`s reading strategies, meta-cognition, and motivation. Developmental Review, 6, 25-56.
Paris, S. G., & Wixson, K. K.(1987). The development of literacy: Access, acquisition, and instruction. In D. Bloome(Ed.), Literacy, language, and schooling. Norwood, NJ: Ablex.
Pearson, P. D., & Johnson, D. D.（1978）. Teaching Reading Comprehension. New York：Holt, Rinehart & Winston.
Perfetti, C. A.（1985）Reading ability, NY：Oxford University Press.
Perfetti, C. A., & Curtis, M. E. （1986）. Reading. In F. D. Dillon, & J. S. Sternberg（Eds.）, Cognition and Instruction. London：Academic Press.
Poostay, E. J.（1984）. Show me your underlines：A strategy to teach comprehension. Reading Teacher, 37（9）, 828-830.（ERIC Document Reproduction Service No. EJ 296709）
Pressley, M., Goodchild, F., Fleet, J., Zajchowski, R., & Evans, E. D. (1989). The challenges of classroom strategy instruction. The Elementary School Journal, 89, 301-342.
Pressley-Forrest, D. L., & Gillies, L. A.（1983）.Children’s flexible use of strategies during reading. In M. Pressley & J. R. Levin（Eds.）, Cognitive strategy research educational applications N.Y.：Springer-Verlag.
Reutzel, D. R. (1984). Story mapping: an alternative approach to comprehension. Reading World, 16-25
Reyes, E. B.（1986）. Training comprehension monitoring skills utilizing self-initiating questions and lookback strategies among fifth grade less able comprehension students. Dissertation Abstracts International, 48, 04A, p.822.（Publication No. AAC 8715158）
Rosegrant, T.（1985）. Using the microcomputer as a tool for learning to read and write. Journal of Learning Disabilities, 18（7）, 113-115.
Shaughnessy, M. F., & Baker, B.（1988）. Learning strategies：Teaching students how to learn.（ERIC Document Reproduction Service No. ED 300 357）
Schmitt, M. C.（1987）. The effects of an elaborated directed reading activity on the metacomprehension skills of third grades. Unpublished doctoral dissertation, Purdue University, West Lafayette, IN.
Short, E. J., & Ryan, E. B.（1984）. Metacognitive difference between skilled and less skilled readers：Remediating deficits through story grammar and attribution training. Journal of Educational Psychology, 76（2）, 225-235.
Short, E. J. & Weissberg-Benchell. J. A,（1989）. The triple alliance for learning：cognition, metacognition, and motivation, In C.B. McCormick, et al.（Eds.）Cognitive Strategy Research, N. Y. Springer, Veilaz.
Spires, H. A.（1990）. Prior knowledge of activation：Inducing text engagement in reading to learn.（ERIC Document Production Service No. ED 328880）.
Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. Cambridge, England: Cambridge University Press.
Taylor, B., Harris, L. A., & Pearson, P. D.（1995）. Reading difficulties：Instruction and assessment（2 nd ed.）. New York：McGraw-Hill.
Torgesen, J. K.（1982）. The learning disabled child as an inactive learner：Educational implications. Topics in Learning & Learning Disabilities, 2（1）, 45-52.
Tregaskes, M. R.（1987）. Metacognitive strategies：Their effects on reading comprehension of sixth grade social studies students. Unpublished doctoral dissertation, Brigham Young University.
Wade, S., & Trathen, W.（1989）. Effect of self-selected study methods on learning. Journal of Educational Psychology, 81（1）, 40-47.
Weisberg, R., & Balajathy, E.（1990）. Development of disabled readers’ meta-comprehension ability through summarization training using expository text：Results of three studies. Reading, Writing, and Learning Disabilities, 6, 117-136.
Wong, B. Y. L.（1985）. Self-questioning instructional research：A review. Review of Educational Research, 55, 227-268.