中文摘要

夲研究的主要目的在確認國中英語低成就學生的閱讀困難，調查他們所使用的閱讀策略和他們目前的學習狀況，試圖找出因應之道。這份調查著重於探討他們所遇到的困難和他們在閱讀前、閱讀時和閱讀後三個階段所運用的閱讀策略。
夲研究的研究對象是台北縣某國中八年級的三百三十位學生和五位英語老師，學生們填寫研究者所設計的問卷調查，共蒐集到三百三十份有效問卷作為資料分析，其中五位學生和他們的英語老師做更進一步的口頭訪談，並將訪談結果加以分析。

本研究的主要研究摘要如下：
1.本研究取樣的學生在閱讀英語文章時，主要遇到的困難是缺乏耐心，
還有無法掌握文章重點；字彙量少，文法知識薄弱，他們對於課文內容沒有興
趣也無法專心閱讀以及無法運用有效的閱讀策略。
2.低成就者無法有效運用良好的閱讀策略在閱讀的三個階段中，他們也沒有採取
任何適當的補救措施。
3.低成就者沒有培養良好閱讀習慣，大部分的低成就者每天閱讀英語的時間少於
三十分鐘，且鮮少有家庭成員在課業上給予指導與協助
4.大部分低成就者在就讀國中七年級以及國小四年級或者更早以前，早已經遭遇
英語閱讀困難的挫折。大部分的低成就者已經呈現放棄英語的狀態。
5.每班大約有四分之一的學生屬於低成就者，但大部份低成就者仍然希望英語老
師能提供有效的閱讀策略。
根據以上結果，建議老師作出適當的調整，以便幫助學生改善學習成效。

ABSTRACT
The main purposes of this study are to identify reading comprehension difficulties encountered by junior high school low achievers in Taiwan, to investigate their reading strategies and their current reading situations, and to find the support they need. This investigation is focused on reading comprehension difficulties they encounter and reading strategies they use at the three stages—pre-reading, while-reading and post-reading. The participants of this study were 330 grade eight students and five English teachers from one junior high school in Taipei County. The five teachers and five of the 330 students were interviewed. The students were required to fill in the questionnaires designed by the researcher. Totally, 330 valid questionnaires were collected and used for data analysis. The interviews were audio-taped, transcribed and analyzed.

The major findings of this study are summarized as follows:
(1) The major difficulties encountered by the participants when reading English were:
(a) they lacked the patience to deal with long texts, and were unable to comprehend the main point from a long sentence or text; (b) they felt that the complicated grammar hindered their understanding of the text; (c) they recognized that there were many unknown words for them in the text and thus their comprehension was limited; (d) they had no interest in the topics of the text; (e) they could not concentrate on reading; and (f) they seldom employed effective reading strategies to overcome their reading difficulties.
(2) The current English learning situation of the participants were: (a) most of them never read English at home, and then the others spent less than 30 minutes reading English at home; (b) they did not developed good reading habits; (c) they started to experience English reading difficulties from grade seven; grade four or even earlier; and (d) they seldom got help from their family to solve their reading problems.
(3) The majority of low achievers still looked forward to the reading strategy instruction from their teachers.

Based on the main findings above, some suggestions are provided.

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