本研究之目的為發展出一套多文本閱讀理解策略教學模式，並探討不同閱讀能力之國小高年級學童，其多文本閱讀理解表現情形是否會因本研究之多文本閱讀教學介入而產生改變。 本研究以桃園市某公立小學的五年級學生為研究對象，可用資料共有18位優讀者及16位弱讀者，並採短文寫作前測與重測的方式來瞭解參與者教學前後的多文本閱讀理解能力變化。各閱讀能力組的學生皆會接受為期七節課的多文本閱讀策略教學，研究結果如下： 一、優讀者組之學生於教學後之各項寫作表現無產生顯著變化。 二、弱讀者組之學生教學後之抄寫類型使用比例有顯著的下降。 三、在短文寫作的總分表現上，優讀者組的分數明顯高於弱讀者組。 四、本研究之教學方式對於提升優、弱讀者的多文本閱讀理解表現之效果有限。 ;The purpose of this study was to develop a method of teaching multiple texts reading strategies, and to investigate whether the multiple texts reading comprehension for higher grade primary school pupils with different reading abilities would be affcted by the multiple texts reading instruction. In this study, the fifth-grade students in a public primary school in Taoyuan city were selected as the subjects. The available data comprised 18 good readers and 16 poor readers. The pre-test and retest of essay writing were conducted to investigate the changes in participants′ multiple texts reading comprehension ability before and after teaching internvention. Students in both reading ability group were taught multiple texts reading strategies for seven lessons. The results were as follows: 1.After the teaching internvention, there was no significant change in the writing performance of the good readers. 2.After the teaching internvention, the proportion of copying in the transformation type of poor readers decreased significantly. 3.In terms of the overall score of the writing, good readers′ score was significantly higher than that of the poor readers. 4.The teaching method in this study has limited effect on improving the multiple texts reading comprehension of both good and poor readers.