本研究的目的有三：(一)探討閱讀與寫作整合的寫作歷程完整模式之適切性，並進一步比較不同寫作能力者在寫作歷程上之讀者角色功能的差異；(二)從完整模式建構寫作歷程的精簡模式，並以實徵資料來驗證此一精簡模式的適配度；(三)依據本研究所建構的閱讀與寫作整合的寫作歷程模式，設計閱讀與寫作整合的教學，並考驗此教學的實驗效果，進一步分析教學成效是否因先前寫作能力不同而有差異存在。
在研究一中，以國中二、三年級之高、低寫作能力者各十位為對象，藉由寫作歷程的放聲思考原案分析，以確認寫作歷程中之讀者角色出現的次數與階段，並詳見寫作歷程之細膩的運作狀況。研究結果發現，高寫作能力者具閱讀與寫作整合的寫作歷程之完整模式，且其內部的讀者角色功能強於低寫作能力者，以致於寫作品質亦優於低寫作能力者。
在研究二中，根據社會建構論的觀點、文獻的證據及研究一之完整模式的架構，進一步提出一個涵蓋寫作者內部的讀者角色功能、寫作者角色功能、寫作情意反應和寫作表現等四個成份的精簡模式。在此，以國中二年級學生為觀察資料，驗證本研究所提出的「閱讀與寫作整合的寫作歷程精簡模式」與觀察資料的適配度。研究結果發現，本研究所提出的理論模式在整體適配度的考驗上，除易受樣本數影響的卡方考驗外，其餘各項指標都顯示本研究所提出的理論模式與觀察資料可以適配。在模式內在品質的評鑑方面，也顯示理論模式的內在品質尚稱理想。這些結果顯示，本研究所建構的閱讀與寫作整合的寫作歷程精簡模式，可以用來解釋一般國中二年級學生的觀察資料，而且在這個精簡模式中，變項之間結構關係的假定也大部分獲得支持。
在研究三中，研究者根據閱讀與寫作整合的寫作歷程模式，並融合「多重教學策略、教導多種學習策略」的精神，設計閱讀與寫作整合的教學，篩選國中二年級之高、低寫作能力者各二十名，教導其閱讀與寫作結合的策略，以驗證該課程對於寫作表現、閱讀與寫作的自我覺察，以及寫作情意反應等方面具有增進效果和漸進效果的假設。研究結果發現「閱讀與寫作整合的教學」對高、低寫作能力者的寫作表現（包括寫作品質、寫作創意與寫作內容觀點）均具有增進效果，且低寫作能力者的增進效果更為突顯。隨著教學次數的增加，其增進效果愈形顯著。歸結其原因，乃由於寫作內容觀點量數的增加，其中高寫作能力者較多轉化引用，而低寫作能力者較多直接引用，隨著教學次數的增加，高寫作能力者的轉化引用愈增進，而低寫作能力者則否。其次，該教學課程對高、低寫作能力者之閱讀與寫作的自我覺察亦具增進效果，唯低寫作能力者的增進效果尤為顯著。最後再看該教學課程對寫作情意反應的增進效果，就寫作動機、寫作價值感和寫作堅持力而言，實驗組的低寫作能力者均優於控制組的低寫作能力者，唯在寫作信念上，顯示實驗組優於控制組。然在寫作情感上，則未見顯著的增進效果。
最後，研究者根據研究結果，提出幾項建議作為寫作教學及未來進一步研究的參考。

The Verification of A Writing Process Model-Integrated Reading and Composition: The Effects of the "Integrated Reading and Composition Program"
Feng-Ru Chen
ABSTRACT
The purposes of this study were (1) to investigate students' writing process with the use of qualitative analysis, and further to explore the differences between the students with high ability and with low ability in writing; (2)to verify the goodness of fit between empirically observed data and "the Writing Process Model-Integrated Reading and Composition" proposed by the author; (3) to examine the effects of the "Integrated Reading and Composition Program".
For these three purposes, the whole study was divided into three parts. Study I was related to qualitative analysis involving thinking-aloud and thinking-by-questioning methods. The participants chosen were consisted of 10 high writing ability and 10 low writing ability students from a junior high school in Taipei. The study intended to analyze the students' writing process, and further to explore the differences between the students with high writing ability and with low writing ability. The results show that, between the participants with high writing ability and with low writing ability, there were a large amount of differences in their writing process. The participants with high writing ability were more excellent readers than those with low writing ability. Consequently, their writing quality were sure to be better.
In Study Ⅱ, the researcher proposed that the Writing Process Model-Integrated Reading and Composition included the components of "reader-role function", "writer-role function", affective reaction, and writing performance. The purpose of this part was to verify the goodness of fit between empirically observed data and "the Writing Process Model-Integrated Reading and Composition". The participants were 270 eighth-grade students from three junior high schools in Taipei. The results indicated that the Writing Process Model-Integrated Reading and Composition fitted the observed data well, either when overall or when internal structure model fit criteria was used.
Study Ⅲ was to evaluate the effects of the "Integrated Reading and Composition Program". The participants were 40 eighth-grade students with high writing ability and 40 eighth-grade students with low writing ability. The subjects of high writing ability and low writing ability were randomly assigned into experimental group and control group. The experimental group received the "Integrated Reading and Composition Program" developed by the present author, while the control group received general writing instruction. The results showed that the "Integrated Reading and Composition Program" could promote their writing performance (including quality of writing, creative writing, the aspect of writing), self-awareness of reading and writing, and affective reaction. The experimental group from both high writing ability and low writing ability students performed better than control group in quality of writing, creative writing and "self-awareness of reading and writing". There were interaction between "group" and "assessment stage" on the quality of writing and creative writing. In the experimental group, the quality of writing and creative writing would increase gradually with the number of Instruction. In short, it's because their aspects of writing increased. According to this, the experimental students with high writing ability would increase more "intertext", while the experimental students with low writing ability would not. In addition, the experimental students with low writing ability performed better than control group in affective variables and "self-awareness of reading and writing".
Based on the results of study I, Ⅱ,and Ⅲ,the effects of the "Integrated Reading and Composition Program" is supported. The researcher also provided a discussion on the results of the study. Some recommendations have made regarding instructional assistance and future studies.

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