本研究主要目的在探討具閱讀策略提示機制的電腦輔助閱讀學習環境對不同閱讀能力水準學習者閱讀理解成效的影響，以及具閱讀策略提示機制的電腦輔助閱讀學習環境對不同閱讀能力水準學習者閱讀理解成效的影響。
本研究依據受試者在柯華葳(民88)所設計的「閱讀理解困難篩選測驗」中的表現進行閱讀能力高低之分組。並使用張玉梅(民92)所編的兩份「閱讀理解測驗(甲)」、「閱讀理解測驗(乙)」作為閱讀理解測驗之前、後測工具，並以張玉梅(民92)所編的「閱讀理解策略評量表」作為策略運用情形之測驗工具；將所得資料進行二因子共變數分析。
實驗結果顯示閱讀策略提示機制實驗處理的介入，使得低能力組中的實驗組在閱讀理解測驗後測成績表現上顯著優於控制組；但高能力組中的實驗組與控制組，其閱讀理解測驗後測成績沒有顯著差異；而在閱讀理解策略使用量表的得分情形，實驗組顯著高於控制組。

The main purposes of this study are explored the effects of reading comprehension system plus prompting module on elementary students’ reading comprehension and strategies application.
The subjects were divided into two groups, high and low degree of reading comprehension. Before the experiment, the subjects took an A-test of reading comprehension, and filled out a scale of reading comprehension strategy. After, they took a B-test of reading comprehension application, and filled out a scale of reading comprehension strategy application. The obtained data were analyzed by two-way design ANCOVAs to test the effect of the prompting module.
The findings are as follows: the prompting modules are effects on reading comprehension in low-degree of reading comprehension, and the modules are effects on reading strategies application.

中文摘要 I
英文摘要 II
目次 III
表目錄 V
圖目錄 VI
一、緒論 1
1.1 研究背景 1
1.2 研究動機 3
1.3 研究目的 4
1.4 研究問題 4
1.5 名詞釋義 5
1.6 研究限制 5
二、文獻探討 7
2.1 閱讀理解的相關理論 7
2.1.1 閱讀的定義 7
2.1.2 閱讀理解的意義 9
2.1.3 閱讀理解的歷程 11
2.1.4 影響閱讀理解的因素 20
2.1.5 閱讀的特徵 21
2.2 閱讀理解策略的理論與研究 22
2.2.1策略的定義 22
2.2.2 閱讀策略與閱讀技能 22
2.3 電腦輔助閱讀理解的相關研究 27
三、研究方法 29
3.1 研究設計 29
3.2 研究對象 31
3.3 研究工具 32
3.4 實施程序 38
3.5 資料處理 40
四、實驗結果與討論 41
4.1 實驗結果 41
4.1.1 閱讀理解測驗之得分分析 41
4.1.2 閱讀理解策略運用之影響分析 44
4.2 討論 47
4.2.1 閱讀策略提示機制對閱讀理解能力之影響 47
4.2.2 閱讀策略提示機制對閱讀理解策略運用之影響 48
五、結論與未來發展方向 49
5.1 結論 49
5.2 未來發展方向 49
參考文獻 52
附錄一 閱讀理解困難篩選測驗 59
附錄二 閱讀理解測驗(甲) 61
附錄三 閱讀理解測驗(乙) 63
附錄四 閱讀理解策略評量表 65
附錄五 閱讀理解相關量表使用同意書 66

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