本研究目的為探討不同閱讀國小六年級學童閱讀兩種文本架構使用理解策略的情形，以及不同閱讀能力讀者分別閱讀不同文本架構使用理解策略上的情況，文本架構分為故事體與說明文各一篇文章，並利用放聲思考活動進行資料蒐集。本研究對象為30位國小六年級學童，其中包含18位優讀者及12位弱讀者。研究結果顯示，讀者閱讀不同文本架構所增進理解的策略而不同，於故事體中採用推論下結論和見解與觀點；以找重點和理解監控進行說明文的理解。當探討優、弱讀者閱讀故事體時，發現所採用的理解策略沒有差異，而閱讀說明文時，則發現優讀者與弱讀者使用策略類似(如:推論下結論)；弱讀者閱讀說明文較常採用重讀理解文章內容。分別探討優、弱讀者是否因文本架構而使用策略有變化，研究結果得知優、弱讀者閱讀不同文本架構使用策略有差異，優讀者閱讀不同文本所採用的策略變化較弱讀者大，優讀者閱讀故事體使用推論下結論和見解與觀點，說明文則會採用找重點進行理解；弱讀者僅在閱讀故事體時利用推論下結論進行理解。因此，優、弱讀者隨著閱讀不同文本架構，而運用不同的理解策略，但是優讀者運用策略較弱讀者有彈性。;The purpose of this study was to obtain a better understanding of the comprehension strategies used by good and poor readers when they are required to read narrative and expository texts. Thirty sixth graders were divided into two groups (good vs. poor readers) based on their performance on a standardized comprehension test. Each student was asked to use think-aloud to read two types of article which are narrative and expository texts. From the analysis of the think-aloud protocols, the result shows that both groups used different strategies by two articles. All readers used “inferring and conclusion” and “making comments” to read narrative text, and used “noting main ideas” and “comprehension monitoring” in reading expository text. Although two groups used strategies influence by text structure, good readers used strategies vary than poor readers, regardless of the text types. Good readers and poor readers used the similar strategies in the narrative, such as “summarizing”, “inferring and conclusion” and “making comments”; Good readers used “summarizing”, “noting main ideas” and “paraphrasing” whereas poor readers used “reread” and “summarizing” in expository text. In sum, good readers more flexibly use different strategies to address comprehension obstacles in both texts.
