本研究旨在探討與文章內容相關之文前問題與導讀運用在台灣高中生閱讀美國短篇故事上理解之效益。研究對象為124位來自屏東縣某國立高中三班高一學生，根據前測成績將三班分為控制組、文前問題組與導讀組。所有受試者閱讀三篇美國短篇故事，回答問卷，再回想文章內容。閱讀故事前，文前問題組閱讀三題與故事內容相關之文前問題，導讀組閱讀以故事簡介為主的導讀，控制組則否。
研究結果摘要如下:
一、 文前問題組與導讀組在閱讀短篇故事的理解上明顯優於控制組。
二、 比起文前問題，導讀對於閱讀故事的理解上較有助益。
三、 半數以上之受試者表示喜歡閱讀英文短篇故事。另外，文前問題組與導讀組學生表示閱讀前活動使閱讀故事變得更有趣。
四、 文前問題組與導讀組學生多對閱讀前活動抱持正向態度，表示文前問題與導讀增進他們對故事的閱讀理解，且有助於他們預期故事內容。
根據本研究結果，高中英文教師可以讓學生閱讀英文短篇故事，同時設計閱讀前活動來幫助學生理解。建議之閱讀前活動為導讀和文前問題。給予學生適當之閱讀前活動不但可以提升學生閱讀的理解力，亦可增強學生閱讀英文的意願與效果。

This study aimed to explore the effects of pre-reading questions and previewing on Taiwanese senior high school students’ reading comprehension of American short stories. 124 tenth graders from a senior high school in Pingtung County participated in this study. These students were divided into Control Group (CG), Pre-reading-question Group (PQ), and Previewing Group (PV) according to the results of a pre-test. All of the subjects read three American short stories, answered a questionnaire, and then recalled the content of the stories. Before reading a story, the subjects in PQ read three pre-reading questions relevant to the content of the upcoming story and those in PV were provided with a summarized plot of the subsequent story, while the control counterparts did not receive any pre-reading guides. Major findings of the study were summarized as follows.
First, the subjects in PQ and PV greatly outperformed those in CG on the overall reading comprehension of the three American short stories. Second, previewing was more helpful to the comprehension of short stories than pre-reading questions. Third, more than half of the subjects expressed that they enjoyed reading American short stories. What’s more, the two pre-reading activities were found to make the subjects in both groups enjoy reading the American short stories more. Fourth, according to the subjects’ responses to the questionnaire, students in PQ and PV reported a positive attitude toward the pre-reading activities. They thought that pre-reading questions and previewing respectively helped them to comprehend as well as to anticipate more the content of the stories.
On the basis of the findings in this study, it is recommended that English teachers in senior high schools in Taiwan give students opportunities to read American short stories and at the same time design pre-reading activities to facilitate their comprehension. Recommended pre-reading activities include previewing and pre-reading questions. When appropriate pre-reading activities are introduced, not only students’ reading comprehension can be improved, their attitudes to English reading and the effects in English learning can be enhanced as well.

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