本研究旨在探討合作學習教學的採用對增進國小輕度智障學生閱讀學習與保留以及同儕關係的成效。研究方法採用單一受試法比較介入設計之交替處理實驗設計，以臺北縣中和市積穗國小四年級普通班中選取四名輕度智障學生及二十名普通智力學生為研究對象。教學效果以各單元成就測驗之閱讀立即學習成就及分段成就測驗之閱讀保留成效，同儕接納評定量表以及兩種教學方案之滿意度問卷上的得分為指標。
主要的研究發現包括：
一、合作學習教學方案對增進本研究之四名輕度智障學生的閱讀學習立即成效優於傳統教學方案。
二、合作學習教學方案對四名輕度智障學生的閱讀學習保留成效也優於傳統教學方案。
三、參與本研究之普通智力學生在合作學習教學方案之閱讀學習立即與保留成效都不低於傳統教學方案，其中閱讀能力較低的組別，合作學習教學方案的閱讀學習成效有高於傳統教學方案的傾向，特別是低成就組的合作學習閱讀立即及保留成效都明顯高於傳統教學方案。
四、接受合作學習教學方案之實驗教學後，四名輕度智障學生在合作學習小組中受同儕接納的程度比以前進步，但在原班同學中受同儕接納程度則進步不明顯，其中有一名受試在同班同學中受同儕接納的程度反而比接受實驗教學退步。
五、大部分受試者對兩種教學方案的實施都有中等以上的滿意度，對合作學習教學方案的平均滿意度又比傳統教學方案高；閱讀能力較低的學生組對合作學習教學方案的滿意度明顯高於閱讀能力較高的學生組。
本研究除針對上述研究發現加以討論之外，並綜合結論與研究限制提出實際教學及未來研究上之相關建議。

The study explored the effects of cooperative learning on enhancing reading achievement an peer relationships of the elementary level mildly retarded students. Subjects included mildly retarded and 20 normal students, who were attended both coo perative learning and traditional instruction. An alternative treatment of single-subject design was employed to examine the effects in this study. Data were obtained by self designed reading immediate achievement test, reading maintenance achievement test, two teaching program consumer satisfaction questionnaires, and peer acceptance evaluation scale and analysized by both quantitative and qualitative methods.
The major finds of this study were as follows:
1. Reading immediate achievements of the cooperative learning were better than those of the traditional instruction for 4 students with mild retardation.
2. The maintenance effects of all 4 mild retarded students in cooperative learning program were also better than those in rtaditional instruction program.
3. Both reading immediate and maintenance effects on cooperative learnting were mot worse than those on traditional instruction for all of the normal students. Students with lower reading achievement tended to have better performances in cooperative learning sessions than in traditional instruction sessions.
4. Cooperative learning could enhance positive peer acceptance level in cooperative learning group.
5. Although most of the participants revealed above average satisfaction towards both two reading programs, more satisfaction were shown in cooperative learning program. The satisfactory degrees of cooperative learning in lower reading capability groups were obvious better than the higher groups.
Treatment implications based on the above findings were discussed in the study.