本研究旨在探討閱讀前的引導活動（prereading instructional practices）、閱讀作答習慣以及性別對學生的「閱讀理解」表現與「內在閱讀動機」的影響。在學生自行閱讀盒狀圖文本之前，由研究者進行簡短的引導活動，企圖讓學生對文本感興趣以提升內在閱讀動機，以探討對「閱讀理解」表現與「內在閱讀動機」的影響。本研究採準實驗研究法，採便利取樣以北區兩所國中共6個九年級班級為研究對象，以引導活動為自變項，本研究設計了三種不同的引導活動，其中一組實驗組（N=46）在閱讀前進行實作活動（hands-on activities），另一實驗組（N=53）在閱讀前進行活化先備知識活動（prior knowledge activation），而對照組（N=45）則未實施閱讀前的引導活動，教學實驗各組各進行一節課。

　　在進行閱讀活動前後，共有四份測驗卷作為主要的量化研究工具，前測的測驗工具包含內在閱讀動機量表與統計認知測驗，後測的測驗工具包含內在閱讀動機量表與閱讀理解試卷，以描述性統計與廣義線性模式（GLM）等統計方法進行資料分析。

　　本研究結果發現在閱讀文本前，透過簡短的引導活動無法有效提升學生的「內在閱讀動機」與「閱讀理解」表現，但是「閱讀作答習慣」與「性別」是影響學生「閱讀態度」與「閱讀策略使用」的因素之一。本研究發現透過簡短的引導活動或閱讀活動後，可以讓女性學生自覺使用較多的閱讀策略，但對於男性學生則無任何影響。以「閱讀作答習慣」來看，有50.8%的女性學生與54.4%的男性學生使用「邊讀文本邊寫」的方式來進行閱讀活動，從這些學生中發現閱讀前的引導活動可以提升其「閱讀態度」，其中在女性學生的部分，發現「實作活動組」的閱讀態度顯著高於「對照組」，「活化先備知識組」的閱讀態度顯著高於「對照組」，而男性學生的部分則發現「實作活動組」的閱讀態度顯著高於「活化先備知識組」，「實作活動組」的閱讀態度顯著高於「對照組」。另一方面，有49.2%的女性學生與45.6%的男性學生使用「其他」閱讀作答習慣方式來進行閱讀活動，從這些學生中發現女性學生在「閱讀態度」的表現上顯著高於男性學生。除此之外，針對閱讀理解表現，本研究發現學生對於盒狀圖資料的詮釋有學習困難，以及在平均數的判斷上有迷思概念。

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